ipcrf-ROSALES, MANILYN

Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF TANJAY CITY
Tanjay City
CANGKUE HIGH SCHOOL
Brgy. Sto Niño, Tanjay City
Individual Performance Commitment and Review Form (IPCRF) for Teacher I-III
Name of Employee: MANILYN R. ROSALES Name of Rater: MA. THERESA P. RAMIREZ
Position: Secondary School Teacher - I Position: Principal
School: Cangkue High School Date of Review: June 26, 2020
Rating Period: May 2019-April 2020
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
Performance Indicators ACTUAL RESULTS
Very
MFOs KRAs Objectives Timeline Weight per Outstanding Satisfactory Satisfactory Unsatisfactory Poor Score
KRA QET Q E T Ave.
(5) (4) (3) (2) (1)
1. Applied knowledge No acceptable
of content within and evidence was
7.5% Showed Showed Showed Showed shown
across curriculum knowledge of knowledge of knowledge of knowledge of
teaching areas content and its content and its content and its content and its
integration within integration within integration within integration within
Quality 5 5 5.000 0.375
1. Content Knowledge and Pedagogy
and across subject and across subject and across subject and across subject
areas as shown in areas as shown in areas as shown in areas as shown in
MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
Basic Education Services
rating of 7 rating of 6 rating of 5 rating of 4
Submitted at least Submitted at least Submitted at least

4 lessons using 3 lessons using 2 lessons using No acceptable
Efficiency MOV 1 and MOV 1 and MOV 1 and Submitted any 1 evidence was
supported by any supported by any supported by any of the given MOV shown
1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV
Timeliness
Rater: Ratee: Approving Authority:
MA. THERESA P. RAMIREZ MANILYN R. ROSALES MA. THERESA V. AVANSADO CESO VI

Principal Secondary School Teacher Schools Division Superintendent

TO BE FILLED OUT DURING PLANNING
Performance Indicators Rating
Very
MFOs KRAs Objectives TimelineWeight per Outstanding Satisfactory Satisfactory Unsatisfactory Poor Score
KRA QET Q E T Ave.
(5) (4) (3) (2) (1)
7.5%
Facilitated using Facilitated using Facilitated using Facilitated using
7.5%
Facilitated using Facilitated using Facilitated using Facilitated using
No acceptable
different different different different
evidence was
2. Used a range of teaching teaching teaching teaching shown 4 5 4.500 0.338
strategies that strategies that strategies that strategies that
teaching strategies that
enhance learner promote promote promote promote
achievement in literacy Quality reading, writing reading, writing reading, writing reading, writing
and numeracy skills. and or and or and or and or
numeracy skills numeracy skills numeracy skills numeracy skills
as shown in as shown in as shown in as shown in

No acceptable
evidence was
Submitted at Submitted at Submitted at Submitted at shown
least 4 learner- least 3 learner- least 2 learner- least 1 learner-
centered centered centered centered
lessons as lessons as lessons as lessons as
Efficiency evidently shown evidently shown evidently shown evidently shown
in MOV 1 and in MOV 1 and in MOV 1 and in MOV 1 and
supported by supported by supported by supported by
any 1 of the any 1 of the any 1 of the any 1 of the
MOV given MOV given MOV given MOV given
Timeliness


Very
KRA QET Q E T Ave.
(5) (4) (3) (2) (1)
7.5% No acceptable
evidence was
Used different Used different Used different Used different shown
3. Applied a range of teaching teaching teaching teaching
5 4 4.500 0.338
nowledge and Pedagogy
teaching strategies strategies that strategies that strategies that strategies that
to develop critical develop critical develop critical develop critical develop critical
and creative and creative and creative and creative
and creative thinking Quality thinking and/or thinking and/or thinking and/or thinking and/or
as well as other other HOTS as other HOTS as other HOTS as other HOTS as
higher -order
Education Services
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1

thinking skills with a rating of with a rating of with a rating of with a rating of
7 6 5 4
Submitted at Submitted at Submitted at Submitted at No acceptable

least 4 lessons least 3 lessons least 2 lessons least 1 lessons
1. Content Knowledge a
Basic Education S
Submitted at Submitted at Submitted at Submitted at No acceptable
least 4 lessons least 3 lessons least 2 lessons least 1 lessons evidence was
as evidenced by as evidenced by as evidenced by as evidenced by shown
Efficiency MOV 1 and
supported by
MOV 1 and
supported by
MOV 1 and
supported by
MOV 1 and
supported by
any 1 of the any 1 of the any 1 of the any 1 of the
other given other given other given other given
MOV MOV MOV MOV
Timeliness


Very
KRA QET Q E T Ave.
(5) (4) (3) (2) (1)
7.5% No acceptable
2. Learning Environment and Diversity of Learners
evidence was
Used classroom Used classroom Used classroom Used classroom shown
management management management management
4. Managed engage learners engage learners engage learners engage learners 5 5 5.000 0.375
classroom structure Quality in in in in
to engage learners, activities/tasks activities/tasks activities/tasks activities/tasks
individually or in as shown in as shown in as shown in as shown in
groups, in MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
meaningful rating of 7 rating of 6 rating of 5 rating of 4
exploration,
discovery and hands-
on activities with a
range of physical
learning No acceptable
environments evidence was
Submitted at Submitted at Submitted at Submitted at shown
least 4 lessons least 3 lessons least 2 lessons least 1 lessons
supported by supported by supported by supported by
Efficiency MOV1 and any MOV1 and any MOV1 and any MOV1 and any
1 of the other 1 of the other 1 of the other 1 of the other
acceptable MOV acceptable MOV acceptable MOV acceptable MOV
Timeliness
2. Lea
Timeliness


Very
MFOs KRAs Objectives TimelineWeight
KRA
per
Outstanding Satisfactory Satisfactory Unsatisfactory Poor Score
QET Q E T Ave.
(5) (4) (3) (2) (1)
7.5% No acceptable
evidence was
shown
Applied teacher Applied teacher Applied teacher Applied teacher 4 4 4.000 0.300
5. Managed learner management management management management
behavior strategies of strategies of strategies of strategies of
constructively by learner behavior learner behavior learner behavior learner behavior
applying positive and that promote that promote that promote that promote
non-violent Quality positive and positive and positive and positive and
non-violent non-violent non-violent non-violent
discipline to ensure discipline as discipline as discipline as discipline as
learning-focused shown in MOV shown in MOV shown in MOV shown in MOV

environments. submitted with submitted with submitted with submitted with
a rating of 7 a rating of 6 a rating of 5 a rating of 4
No acceptable
Submitted at Submitted at Submitted at Submitted any 1 evidence was
least 4 of the least 4 of the least 4 of the of the given shown
Efficiency given strategies
as observed in
given strategies
as observed in
given strategies
as observed in
strategies as
observed in 1
at least 4 at least 3 at least 3 lesson
lessons lessons lessons
Timeliness

Very
KRA QET Q E T Ave.
(5) (4) (3) (2) (1)
7.5% Applied Applied Applied Applied No acceptable

differentiated differentiated differentiated differentiated evidence shown
teaching teaching teaching teaching

6. Used strategies to strategies to strategies to strategies to
differentiated, 4 4 4.000 0.300
Quality address learner address learner address learner address learner
developmentally diversity as diversity as diversity as diversity as
appropriate learning shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
experience to with a rating of with a rating of with a rating of with a rating of
address learners' 7 6 5 4
gender, needs,
strengths, interests
and experiences.
No acceptable
evidence shown
Submitted at Submitted at Submitted at
least 4 least 3 least 2 Submitted any 1
differentiated differentiated differentiated differentiated
teaching teaching teaching teaching
strategies in at strategies in at strategies in at strategy in only
least 2 lessons least 2 lessons least 2 lessons 1 lesson as
Efficiency as evidenced by as evidenced by as evidenced by
evidently shown
MOV 1 and MOV 1 and MOV1 and in any 1 of the
supported by supported by supported by acceptable MOV
any 1 of the any 1 of the any 1 of the
other other other
acceptable MOV acceptable MOV acceptable MOV
Timeliness
MA. THERESA P. RAMIREZ MANILYN R. ROSALES MA. THERESA V. AVANSADO, CESO VI


Position: Secondary School Teacher - I Position: PRINCIPAL
Very
KRA QET Q E T Ave.
(5) (4) (3) (2) (1)
7.5% No acceptable
Planned and Planned and Planned and Planned and evidence was
implemented implemented implemented implemented shown
7. Planned, managed developmentally developmentally developmentally developmentally
and implemented sequenced sequenced sequenced sequenced
developmentally
Quality teaching and teaching and teaching and teaching and 5 4 4.500 0.338
learning process learning process learning process learning process
sequenced teaching as shown in MOV as shown in MOV as shown in MOV as shown in MOV
and learning 1 with a rating of 1 with a rating of 1 with a rating of 1 with a rating of
3. Curriculum and Planning
processes to meet 7 6 5 4
curriculum
No acceptable
evidence was
shown
4 developmentally 3 developmentally 2 developmentally Submitted at least
sequenced sequenced sequenced 1 developmentally
teaching and teaching and teaching and sequenced
learning process learning process learning process teaching and
Efficiency as evidently as evidently as evidently learning process
shown in MOV 1 shown in MOV 1 shown in MOV 1 as evidently
and supported by and supported by and supported by shown in any 1 of
any 1 of the other any 1 of the other any 1 of the other the given MOV
given MOV given MOV given MOV
Timeliness

PRINCIPAL Secondary School Teacher Schools Division Superintendent

Very
KRA QET Q E T Ave.
(5) (4) (3) (2) (1)
7.5% No acceptable
evidence was
Consistently Frequently Occasionally Rarely shown
8. Participate in participated in participated in participated in participated in
collegial discussion LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LACs/FGDs/
that use teacher and meetings to meetings to meetings to meetings to 5 5 5.000 0.375
learner feedback to discuss discuss discuss discuss
enrich teaching Quality teacher/learner teacher/learner teacher/learner teacher/learner
lanning
practice feedback to feedback to feedback to feedback to

enrich enrich enrich enrich Meeting Memo by Grad
rvices
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
that use teacher and meetings to meetings to meetings to meetings to 5 5 5.000 0.375
learner feedback to discuss discuss discuss discuss
enrich teaching Quality 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 Attendance to LAC / FGD
shown in the shown in the shown in the shown in the
No acceptable
Participated in Participated in Participated in Participated in evidence was
at least 4 at least 3 at least 2 at least 1 shown
LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LACs/FGDs/
Efficiency meetings as meetings as meetings as meetings as
evidently shown evidently shown evidently shown evidently shown
in any of 1 of in any of 1 of in any of 1 of in any of 1 of
the given MOV the given MOV the given MOV the given MOV
Timeliness

PRINCIPAL Secondary School Teacher Schools Division Superintendent

Very
KRA QET Q E T Ave.
(5) (4) (3) (2) (1)
7.5% No acceptable
evidence was
Developed and Developed and Developed and Developed and shown
9. Selected, used varied used varied used varied used varied
developed, teaching and teaching and teaching and teaching and
learning learning learning learning 4 3 3.500 0.263
organized and used resources, resources, resources, resources,
appropriate teaching Quality including ICT, to including ICT, to including ICT, to including ICT, to
and learning address learning address learning address learning address learning
resources including goals as shown in goals as shown in goals as shown in goals as shown in

ICT, to address rating of 7 rating of 6 rating of 5 rating of 4
learning goals.
No acceptable
evidence was
Submitted at least Submitted at least Submitted at least Submitted any shown
4 varied teaching 3 varied teaching 2 varied teaching teaching and
and learning and learning and learning learning resource
resources resources resources including ICT, as
including ICT, as including ICT, as including ICT, as evidently shown
Efficiency evidently shown evidently shown evidently shown in any of the
in MOV 1 and in MOV 1 and in MOV 1 and acceptable MOV
supported by any supported by any supported by any
1 of the 1 of the 1 of the
Basic Educ
Submitted any
3. Curriculu
4 varied teaching 3 varied teaching 2 varied teaching teaching and
and learning and learning and learning learning resource
resources resources resources including ICT, as
including ICT, as including ICT, as including ICT, as evidently shown
Efficiency evidently shown evidently shown evidently shown in any of the
in MOV 1 and in MOV 1 and in MOV 1 and acceptable MOV
Timeliness


Weight per Very
MFOs KRAs Objectives Timeline KRA Outstanding Satisfactory Satisfactory Unsatisfactory Poor Score
QET Q E T Ave.
(5) (4) (3) (2) (1)
7.5% No acceptable
evidence was
shown
Designed, Designed, Designed, Designed,
selected, selected, selected, selected,
10. Designed, organized and organized and organized and organized and 5 4 4.500 0.338
selected, organized used diagnostic, used diagnostic, used diagnostic, used diagnostic,
and used diagnostic, formative and formative and formative and formative and
summative summative summative summative
formative and Quality assessment assessment assessment assessment
4. Assessment and Reporting
summative strategies strategies strategies strategies

assessment consistent with consistent with consistent with consistent with
curriculum curriculum curriculum curriculum
strategies consistent requirements as requirements as requirements as requirements as

with curriculum shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
requirements with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
No acceptable
Submitted at least Submitted at least Submitted at least Submitted at least evidence was
4 varied 3 varied 3 varied shown
1 assessment tool
assessment tools assessment tools assessment tools and evidently
Efficiency as evidently as evidently as evidently shown in any of
shown ion any 1 shown ion any 1 shown iin any 1 of the acceptable
of the acceptable of the acceptable the acceptable
MOV MOV MOV MOV
Timeliness
Timeliness


Weight per Very
MFOs KRAs Objectives Timeline KRA Outstanding Satisfactory Satisfactory Unsatisfactory Poor Score
QET Q E T Ave.
(5) (4) (3) (2) (1)
No acceptable
7.5% evidence was
11. Monitored and shown
evaluated learner Consistently Frequently Occasionally
Rarely monitored
monitored and monitored an monitored an
progress and evaluated learner devaluated devaluated
an devaluated
achievement using learner progress
progress and learner progress learner progress
and achievement 5 5 5 5.000 0.375
learner attainment Quality achievement and achievement and achievement
using learner
data. 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

Submitted a Submitted a Submitted a No acceptable

evidence was
Efficiency combination
least 4 of the
of at combination of 3 combination of 2 Submitted 1
of the acceptable of the acceptable acceptable MOV shown
acceptable MOV MOV MOV
Submitted MOV Submitted MOV Submitted MOV Submitted MOV No acceptable

Timeliness were distributed were distributed were distributed was completed in evidence was
across 4 quarters across 3 quarters across 2 quarters only 1 quarter shown

Very
KRA QET Q E T Ave.
(5) (4) (3) (2) (1)
No acceptable
7.5% evidence was
shown
12. Communicated Consistently Frequently Occasionally

promptly and clearly showed prompt showed prompt showed prompt Rarely showed 5 5 3 4.333 0.325
prompt and clear
the learners' needs, and clear and clear and clear communication of
communication of communication of communication of
progress, and the learners' the learners' the learners'
the learners'
achievement to key needs, progress

needs, progress needs, progress needs, progress
and achievement
stakeholders, Quality and achievement and achievement and achievement
to key
including to key to key to key
stakeholders, stakeholders, stakeholders, stakeholders,

parents/guardians. including including including
including
parents/guardians
parents/guardians parents/guardians parents/guardians as shown in the
as shown in the as shown in the as shown in the
MOV submitted
MOV submitted MOV submitted MOV submitted
Submitted any 1 No acceptable

Submitted a Submitted a Submitted a of the given MOV evidence was
Efficiency combination
least 4 of the
of at combination of 3 combination of 2
of the acceptable of the acceptable shown
acceptable MOV MOV MOV
Submitted MOV Submitted MOV Submitted MOV Submitted MOV No acceptable

Timeliness were distributed were distributed were distributed was completed in evidence was
across 4 quarters across 3 quarters across 2 quarters only 1 quarter shown


Weight per
MFOs KRAs Objectives Timeline KRA Score
Very
MFOs KRAs Objectives TimelineWeight
KRA
per
Outstanding Satisfactory Satisfactory Unsatisfactory Poor Score
QET Q E T Ave.
(5) (4) (3) (2) (1)
No acceptable
13. Performed 10% evidence was
shown
various related
works/activities that Consistently Frequently Occasionally
contribute to the Rarely performed
performed various performed various performed various various related
teaching-learning related related related works/activities 5 3 4.000 0.400
process. works/activities works/activities works/activities that contribute to
Quality that contribute to that contribute to that contribute to the teaching-
the teaching- the teaching- the teaching-
learning process learning process learning process learning process
as shown in the
as shown in the as shown in the as shown in the MOV submitted
MOV submitted MOV submitted MOV submitted
5. Plus Factor
Submitted at least No acceptable

4 different kinds Submitted 3 Submitted 2 Submitted any 1
of acceptable
different kinds of different kinds of of the acceptable evidence was
acceptable MOV acceptable MOV MOV shown
Efficiency MOV


Position: Secondary School Teacher - I Position: PRINCIPAL
Part III: Summary of Ratings

B
A MFO KRA OBJECTIVES Weight per Rating per Objective Rating per KRA
KRA
S
I 1 7.5% 0.375
C KRA 1: Content and Pedagogy 2 7.5% 0.338 1.050
3 7.5% 0.338
E
D
I
C
E 4 7.5% 0.375
D KRA 2: Learning Environment and
5 7.5% 0.300 0.975
U Diversity of Learners
6 7.5% 0.300
C 7 7.5% 0.338
A
KRA 3: Curriculum and Planning 8 7.5% 0.375 0.975
T
9 7.5% 0.263
I
10 7.5% 0.338
O
N KRA 4: Assessment and Reporting 11 7.5% 0.375 1.038
12 7.5% 0.325
S
E KRA 5: Plus Factor 13 10% 0.400 0.400
R
V
OVERALL RATING FOR ACCOMPLISHMENTS 4.438
I
C
E
S


PART IV: DEVELOPMENT PLANS

Strengths Development Needs Action Plan Timeline
A. Functional Competencies
Use self-assessment tool a
B. Core Behavioral Competencies

Use Part 2 as bases
Feedback:

Principal High School Teacher - I Schools Division Superintendent
g Memo by Grade Level called by MT
nce to LAC / FGDs? Meetings
ment tool as bases.
Tanjay City
TANJAY NATIONAL HIGH SCHOOL
Brgy. IX, Opao, Tanjay City
Individual Performance Commitment and Review Form (IPCRF) for Master Teacher I-IV
Name of Employee: Name of Rater: CHARMAINE G. RUBIO, Ph.D.
Position: Secondary School Teacher - Position: SSP - I
School: Tanjay National High School Date of Review: October 26, 2018 / April 8, 2019
Performance Indicators
Very ACTUAL RESULTS
MFOs KRAs Objectives Timeline Weight Score
per KRA Outstanding Satisfactory Satisfactory Unsatisfactory Poor
QET Q E T Ave.
(5) (4) (3) (2) (1)
1. Modeled effective No acceptable
applications of evidence was
7.5% shown
content knowledge Modeled effective Modeled effective Modeled effective Modeled effective
within and across applications of applications of applications of applications of
content content content content

curriculum teaching knowledge within knowledge within knowledge within knowledge within
areas Quality and across and across and across and across 4 4 4.000 0.300
curriculum curriculum curriculum curriculum

teaching areas as teaching areas as teaching areas as teaching areas as
with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
Submitted at least Submitted at least Submitted at least Submitted at least

4 lessons as 3 lessons as 2 lessons as 1 lessons as
evidenced by evidenced by evidenced by evidenced by No acceptable
Efficiency MOV 1 and MOV 1 and MOV 1 and MOV 1 and evidence was
supported by any supported by any supported by any supported by any shown
Timeliness
CHARMAINE G. RUBIO, Ph.D. _____________________________________ DEXTER Y. AGUILAR, Ed.D.

SSP - I Secondary School Teacher - Schools Division Superintendent
MFOs KRAs Objectives Timeline Weight Very Score

per KRA QET Outstanding Satisfactory Satisfactory Unsatisfactory Poor Q E T Ave.
(5) (4) (3) (2) (1)
7.5% No acceptable
2. Collaborated with evidence was
Conducted, shown
colleagues in the Conducted and Conducted
completed and Proposed action
conduct and application completed

Quality disseminated action research research with 5 4 4.5 0.338
of research to enrich action research with colleagues colleagues
action research
knowledge of content with colleagues
with colleagues
and pedagogy.
No acceptable
evidence was
shown
Submitted at Submitted any 3
Submitted any 2 Submitted any 1
Efficiency least 4 of the of the
given MOV acceptable MOV MOV MOV
Timeliness



(5) (4) (3) (2) (1)
7.5% No acceptable
evidence was
Demonstrated Demonstrated Demonstrated Demonstrated
3. Developed and effective teaching effective teaching effective teaching effective teaching
shown
applied effective
strategies to strategies to strategies to strategies to

teaching strategies to promote critical promote critical promote critical promote critical 5 5 5 0.375
promote critical and and creative and creative and creative and creative
creative thinking, as Quality thinking, as well thinking, as well thinking, as well thinking, as well
as other higher- as other higher- as other higher- as other higher-
well as other higher- order thinking order thinking order thinking order thinking
order thinking skills. skills as shown in skills as shown in skills as shown in skills as shown in
Submitted 4 or Submitted 3 or Submitted 2 or Submitted 1 or No acceptable

more lessons as more lessons as more lessons as more lessons as evidence was
evidently shown evidently shown evidently shown evidently shown shown
Efficiency in MOV 1 and in MOV 1 and in MOV 1 and in MOV 1 and
supported by any supported by any supported by any supported by any
Timeliness



(5) (4) (3) (2) (1)
7.5% No acceptable
Used classroom evidence was
2. Learning Environment and Diversity of
Used classroom Used classroom Used classroom

management management management management shown
4. Worked with Quality engage learners in engage learners in engage learners in engage learners in 5 5 5 0.375
colleagues to model activities/tasks as activities/tasks as activities/tasks as activities/tasks as
and share effective 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
techniques in the
management of
classroom structure
to engage learners,
individually or in
Learners
No acceptable
groups, in meaningful Submitted at least Submitted at least evidence was
exploration, discovery Submitted 2 Submitted 1 shown
4 lessons 3 lessons
and hands-on lessons supported lesson supported
supported by supported by
Efficiency MOV 1 and any 1 MOV 1 and any 1 by MOV 1 and any by MOV 1 and any
activities within a 1 of the other 1 of the other
range of physical of the other of the other
acceptable MOV acceptable MOV
acceptable MOV acceptable MOV
learning
environments
Timeliness



(5) (4) (3) (2) (1)
7.5% No acceptable
Exhibited effective Exhibited effective Exhibited effective Exhibited effective evidence was
5. Exhibited effective and constructive and constructive and constructive and constructive shown
and constructive behavior behavior behavior behavior
behavior management skills management skills management skills management skills 4 4 4 0.300
management skills by by applying by applying by applying by applying
positive and non- positive and non- positive and non- positive and non-
applying positive and Quality
violent discipline violent discipline violent discipline violent discipline
non-violent discipline to ensure learning to ensure learning to ensure learning to ensure learning
to ensure learning- focused focused focused focused

focused environments environments environments environments
environments. with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
No acceptable
Applied at least 7 Applied at least 7 Applied at least 7 evidence was
Applied any of the shown
of the given of the given of the given
given strategies as
Efficiency strategies as strategies as strategies as observed in only 1
observed in at observed in at observed in at
lesson
least 4 lessons least 3 lessons least 2 lessons
Timeliness


Weight Very
MFOs KRAs Objectives Timeline Score
(5) (4) (3) (2) (1)
No acceptable
6. Worked with 7.5% evidence shown
2. Learning Environment and Diversity of
colleagues to share Worked with

Worked with Worked with
differentiated, colleagues at least Worked with colleagues in the colleagues but no
developmentally in the colleagues in the
Quality
district/cluster school level to
department or evidence of 4 5 4.5 0.338
appropriate grade level to sharing with
level to share share lessons
opportunities to lesson share lesson others
address learners'
differences in gender,
needs, strengths,
interests and
experiences. No acceptable
Learners
evidence shown
Submitted at least
Submitted at least Submitted at least Submitted at least 1 lesson as
4 lessons as 3 lessons as 2 lessons as
evidenced by
evidently shown evidently shown evidently shown
Efficiency either MOV 2 or 3
in MOV 1 and in MOV 1 and in MOV 1 and but no evidence
acceptable MOV acceptable MOV acceptable MOV of sharing with
others
Timeliness


Weight Very
MFOs KRAs Objectives Timeline per KRA Score
QET Outstanding Satisfactory Satisfactory Unsatisfactory Poor Q E T Ave.
(5) (4) (3) (2) (1)
7.5%
Developed and Developed and Developed and Developed and No acceptable
applied effective applied effective applied effective applied effective evidence was
7. Developed and strategies showing strategies showing strategies showing strategies showing shown
applied effective developmentally- developmentally- developmentally- developmentally- 5 5 5 0.375
strategies in the sequenced sequenced sequenced sequenced
Quality teaching and teaching and teaching and teaching and
planning and learning process learning process learning process learning process
management of as shown in MOV as shown in MOV as shown in MOV as shown in MOV

developmentally 1 with a rating of 1 with a rating of 1 with a rating of 1 with a rating of
sequenced teaching 8 7 6 5
and learning
processes to meet
curriculum
requirements and
varied teaching No acceptable
contexts. evidence was
Submitted at least Submitted 2-3 Submitted 1 shown
4 lessons as lessons as lesson as Submitted 1
evidenced by evidenced by evidenced by lesson as
Efficiency MOV 1 and 2 and MOV 1 and 2 and MOV 1 and 2 and evidenced by any
supported by any supported by any supported by any 1 of the
1 of the other 1 of the other 1 of the other acceptable MOV
Timeliness



(5) (4) (3) (2) (1)
8. Reviewed with 7.5% No acceptable

Constantly led Frequently led Occasionally led Rarely led evidence was
colleagues, teacher collaborative collaborative collaborative collaborative shown
and learner feedback reviews of reviews of reviews of reviews of
to plan, facilitate and teachers and teachers and teachers and teachers and
Quality
learner feedback learner feedback learner feedback learner feedback 5 5 5 0.375
enrich teaching as evidenced by as evidenced by as evidenced by as evidenced by
practice. the MOV the MOV the MOV the MOV
submitted submitted submitted submitted
Submitted 1
Submitted 4 Submitted 3 Submitted 2 collaborative
collaborative collaborative collaborative review of teacher
reviews of teacher reviews of teacher reviews of teacher and learner
and learner and learner and learner feedback as No acceptable
Efficiency
feedback as feedback as feedback as evidently shown evidence was
evidently shown evidently shown evidently shown in any of the MOV shown
in MOV 1 and in MOV 1 and in MOV 1 and submitted
Timeliness


(5) (4) (3) (2) (1)
7.5% No acceptable
evidence was
Consistently Frequently Occasionally Rarely advised shown
advised colleagues advised colleagues advised colleagues colleagues in the
9. Advised and guided in the selection, in the selection, in the selection, selection,
colleagues in the organization, organization, organization, organization, 5 5 5 0.375
selection, development and development and development and development and
Quality appropriate use of appropriate use of appropriate use of appropriate use of
organization, teaching and teaching and teaching and teaching and
development and use learning resources learning resources learning resources learning resources
of appropriate as shown in the as shown in the as shown in the as shown in the
teaching and learning MOV submitted MOV submitted MOV submitted MOV submitted
resources, including
ICT, to address
specific learning goals.
No acceptable
Submitted at least Submitted 3 Submitted 2 Submitted 1 evidence was
4 teaching and teaching and teaching and teaching and shown
learning resources learning resources learning resources learning resource
Efficiency as evidenced by at as evidenced by at as evidenced by at as evidenced by at
least 1 of the least 1 of the least 1 of the least 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV
Timeliness


(5) (4) (3) (2) (1)
No acceptable
7.5% Rarely reviewed evidence was
Consistently Frequently Occasionally shown
reviewed reviewed reviewed collaboratively
collaboratively collaboratively collaboratively assessment tools
assessment tools assessment tools assessment tools with colleagues as
Quality with colleagues as with colleagues as with colleagues as shown in the MOV 4 4 4 0.300
10. Worked shown in the MOV shown in the MOV shown in the MOV submitted
collaboratively with submitted submitted submitted
colleagues to review
the design, selection,
organization and use

of a range of effective
diagnostic, formative
and summative
assessment strategies No acceptable
Submitted 1 evidence was
consistent with Submitted at least Submitted at least Submitted at least assessment tool shown
curriculum 4 assessment 3 assessment 2 assessment as evidently
requirements Efficiency
tools as evidently tools as evidently tools as evidently shown in any of
shown in any of shown in any of shown in any of the acceptable
the acceptable the acceptable the acceptable MOV
MOV MOV MOV
Timeliness


Weight Very
(5) (4) (3) (2) (1)
No acceptable
7.5% evidence was
11. Interpreted shown
Consistently Frequently Occasionally Rarely
collaboratively collaborated with collaborated with collaborated with collaborated with
monitoring and colleagues in the colleagues in the colleagues in the colleagues in the
evaluation strategies Quality interpretation of interpretation of interpretation of interpretation of 4 4 4 0.300
assessment data assessment data assessment data assessment data
of attainment data to as shown in the as shown in the as shown in the as shown in the
support learner MOV submitted MOV submitted MOV submitted MOV submitted
progress and
achievement
No acceptable
Submitted at least Submitted at least Submitted at least evidence was
Efficiency 2 different types 3 of the same kind 2 of the same kind Submitted any 1 shown
of the MOV
of MOV of MOV of MOV
Timeliness


Weight Very
(5) (4) (3) (2) (1)
No acceptable
7.5% evidence was
shown
12. Applied skills in
the effective Consistently Frequently Occasionally Rarely applied
communication of applied skills in applied skills in applied skills in skills in the
5 5 5 0.375
learner needs, the effective the effective the effective effective
progress and communication of communication of communication of communication of
achievement to key Quality learner needs and learner needs and learner needs and learner needs and
progress to progress to progress to progress to
stakeholders, parents/guardians parents/guardians parents/guardians parents/guardians
including as shown in the as shown in the as shown in the as shown in the

parents/guardians. MOV submitted MOV submitted MOV submitted MOV submitted
No acceptable
Submitted at least evidence was
Submitted any 3 Submitted any 2 Submitted any 1
Efficiency 3 of the MOV MOV MOV shown
acceptable MOV
Timeliness



(5) (4) (3) (2) (1)
No acceptable
13. Performed various 10% evidence was
shown
related
works/activities that
contribute to the Consistently Frequently Occasionally Rarely performed
performed special performed special performed special special tasks
teaching-learning tasks and/or tasks and/or tasks and/or and/or
process. Quality 5 5 5 0.500
assignments as assignments as assignments as assignments as
shown in the MOV shown in the MOV shown in the MOV shown in the MOV
submitted submitted submitted submitted
5. Plus Factor
Submitted at least Submitted at least Submitted at least Submitted any 1 No acceptable

Efficiency 4 different kinds 3 different kinds 2 different kinds of the acceptable evidence was
of acceptable of acceptable of acceptable MOV shown
MOV MOV MOV
Timeliness
Timeliness


Part III: Summary of Ratings
Weight per
B MFO KRA OBJECTIVE
KRA
Rating per Objective Rating Per KRA
A
S 1 7.5% 0.300
I KRA 1: Content and Pedagogy 2 7.5% 0.338 1.013
C 3 7.5% 0.375
4 7.5% 0.375
KRA 2: Learning Environment and
E 5 7.5% 0.300 1.013
Diversity of Learners
D 6 7.5% 0.338
U 7 7.5% 0.375
C KRA 3: Curriculum and Planning 8 7.5% 0.375 1.125
A 9 7.5% 0.375
T 10 7.5% 0.300
I KRA 4: Assessment and Reporting 11 7.5% 0.300 0.975
O
12 7.5% 0.375
N
KRA 5: Plus Factor 13 10% 0.500 0.500
S
E
R Final Rating 4.625
V
I
E
R
V
I
C Adjectival Rating Outstanding
E
S


PART IV: DEVELOPMENT PLANS

Strengths Development Needs Action Plan Timeline Resources Needed
A. Teaching Competencies (PPST)
B. Core Behavioral Competencies

Feedback:

PART II: C O M P E T E N C I E S
CORE BEHAVIORAL COMPETENCIES CORE SKILLS
SELF MANAGEMENT TEAMWORK ORAL COMMUNICATION
5 1 Sets personal goals and direction, needs and development 5 1 Willingly does his/her share of responsibility 5 1 Follows instructions accurately.
5 2 Undertakes personal actions and behaviors that are clear and 5 2 Promotes collaboration and removes barriers to teamwork 4 2 Expresses self clearly, fluently and articulately.
purposive and takes into account personal goals and values and goal accomplishment across the organization
congruent to that of the organization 5 3 Applies negotiation principles in arriving at win-win 4 3 Uses approriate medium for the message.
4
3 Displays emotional maturity and enthusiasm for and is agreements.
challenged by higher goals 4 4 Drives consensus and team ownership of decisions. 4 4 Adjust communication styles to others.
5 5 5 4 5
4 Prioritize work tasks and schedules (through Gantt charts, Works constructively and collaboratively with others and Guides discussions between and among peers to
checklists, etc.) to achieve goals across organizations to accomplish organizational goals and meet an objective.
4 5 Sets high quality, challenging, realistic goals for self and others objectives
4.6 4.8 4.2
PROFESSIONALISM AND ETHICS SERVICE ORIENTATION WRITTEN COMMUNICATION

5 1 Demonstrates the values and behavior enshrined in the Norms 4 1 Can explain and articulate organizational directions, issues 4 1 Knows the different written business communication
of Conduct and Ethical Standards for public officials and and problems. formats used in DepED.
employees (RA 6713) 5 2 Writes routine correspondence/communications, narra-
5 4 2
2 Practices ethical and professional behavior and conduct taking Takes personal responsibility for dealing with and/or correc- tive and descriptive report based on readily available
into account the impact of his/her actions and decisions. ting customer service issues and concerns. information data with minimal spelling or grammatical
error/s (e.g. memos, minutes, etc.)
4 4 3 5 3
3 Maintains a professional image: being trustworthy, regularity Initiates activities that promotes advocacy for men and Secures information from required references (i.e. direc-
of attendance and punctuality, good grooming and women empowerment tories, schedules, notice, instructions) for specific purposes.
communication 5 4 Self-edits words, numbers, phonetic notation and content, if
5 4 Makes personal sacrifices to meet organization's needs 5 4 Participates in updating of office vision, mission, mandates necessary
5 5
strategies and directions. Demonstrates clarity, fluency, impact, conciseness and effec-
tiveness in his/her written communication.
5 5 5
5 Acts with a sense of urgency and responsibility to meet the Develops and adopts service improvement programs through
organization's needs, improve systems and help others simplified procedures that will further enhance service
improve their effectiveness. delivery.
4.8 4.4 4.8
RESULT FOCUS INNOVATION COMPUTER / ICT SKILLS

5 1 Achieves results with optimal use of time and resources most 4 1 Examines the root cause of problems and suggests effective 5 1 Prepares basic compositions (e.g. letters, reports, spread-
of the time. solutions. Fosters new ideas, processes and suggests better sheets and graphic presentation using Word Processing and
5
2 Avoids rework, mistakes and wastage through effective work ways to do things (cost and/or operational efficiency). Excel)
methods by placing organizational needs before personal 4 2 Demonstrates an ability to think "beyond the box". Conti- 4 2 Identifies different computer parts, turns the computer on/off
needs nously focuses on improving personal productivity to create and work on a given task with acceptable speed and accuracy
4 3 Delivers error-free outputs most of the time by conforming to higher value and results. and conects computers peripherals (e.g. printers, modems,
4 3
standard operating procedures correctly and consistently. Able Promotes a creative climate and inspires co-workers to deve- multimedia projectors, etc.)
to produce very satisfactory quality of work in terms of useful- lop original ideas or solutions. 5 3 Prepares simple presentation using Powerpoint.
ness/acceptability and completeness with no supervision required 4 4 Translates creative thinking into tangible changes and solu-
5 4 Expresses a desire to do better and may express frustration at tions that improve the work unit and organization. 5 4 Ulitilizes technologies to: access information to enhance
waste or inefficiency. May focus on new or more precise ways of 4 5 Uses ingenious methods to accomplish responsibilities. professional productivity, assists in conducting research and
meeting goals set. Demonstrates resourcefulness and the ability to succeed communicate through local and global professional networks.
5 5 Makes specific changes in the system or in own work methods with minimal resources. 4 5 Recommends appropriate and updated technology to enhance
to improve performance. Examples may include doing something productivity and professional practice.
better, faster at a lower cost, more efficiently; or improving
quality, customer satisfaction, in morale, without setting any specific goal.
4.8 4 4.6
OVERALL COMPETENCY RATINGS

Name of Employee: Manilyn R. Rosales Name of Rater: MA. THERESA P. RAMIREZ CORE BEHAVIORAL COMPETENCIES 4.57
School: Cangkue High School Date of Review: June 26, 2020 CORE SKILLS 3.13
OVERALL RATING 3.85
PART IV: DEVELOPMENT PLAN
ACTION PLAN
STRENGTHS DEVELOPMENT NEEDS TIMELINE RESOURCES NEEDED
(Recommended Developmental Intervention)
1. Professionalism 1. Service Orientation 1.1. Talk to the School Head about issues and ● Every possible ● None
and Ethics Strand 1 concerns during Staff meeting Staff meeting Based on PART 2
2. Teamwork 1.2. Call for a PTA meeting regarding on ● Every grading period ●Informed Parent's,through letter
3. Managing Diversity issues and loopholes. (four times a year) ●Bondpaper for attendance sheet
Strand 2 ● Snacks for Parent's
● Raffle draw of either
grocery or ketchen wares.
1.3. Orient Parent's/ Stakeholder's on: ● Month of July ● Orientation package:
● Research on Men and Women Empowerment (once a year) Manila paper, permanent
Strand 3 ● Parenting marker, const. paper, glue
● Anti-Drug Awareness Campaign scotch tape, Visayan hand-outs
● Home Management snacks.
1.4. Participates/ joins/ follow DepEd man- ● Three times a year ●₱ 1000.00 per year
dates and strategies. or as required. (T-shirts as parade uniforms,
Strand 4
hats, christmas decors, etc.)
1.4.1. Gantt Charts ● As needed ● Record Book/ Planner
1.5. Convene with the School Head on the ff:
● School Inset ● Month of July ● Inset package:
and September Cartolina, const. paper, glue,
marker, scotch tape, cutter, etc.
Strand 5 ● Research on Best Practices on Phil. Secon- ● Month of August ● Internet connection, laptop
dary School on how to improve services.
● Visit performing schools ● Month of August ● Camera, flash drive
● Implement the researched/ learned ● Month of October ● ₱ 5000.00 a year for
Best Practices. materials needed.
2. Innovation 2.1. Conduct the following:
A. Diagnostic Test ● Month of June ● Diagnostic test paper
(3rd week) laptop, reference materials
● Analysis ● Month of June ● Needed forms, laptop,
Strand 1
(4th week) reference material, folder,
● Plan for Intervention ● Month of July (1st week) bondpaper.
Strand 1
● Remedial Instruction ● Month of July (2nd week)
ACTION PLAN
● Strengthen the implementation of SARDO ● Monthly ● Reading materials, laptop,
B. Conduct ORV in Filipino and English ● Every grading period testpaper, ORV forms.
(Aug., Nov., Jan., Mar.) ● Laptop, testpaper
C. Conduct Numeracy Skill Test ● Month of June
Strand 1 (3rd week) ● NS form, weighing scale,
D.. Analyse Nutritional Status ● Monthly meter stick, calculator
● Survey questionnaire
E. Conduct Survey Demographic Profile ● Month of July ● Bamboo, cogon, nails,
F. Mathematics and Science Park ● Month of August conveyor, trivia and quatations
2.2. Research articles on the problems meet ● Month of July ● Internet, laptop
Strand 2 (2nd week)
● Plan for intervention ● Month of July ● Laptop
2.3.1. Work without being told. ● June to March
2.3.2. Restructure Classroom ● Month of May ● ₱1500.00 worth of materials
2.3.3. Share Best Practices to co-teacher's ● Month of July
2.3.4. Initiates Projects and Program
● Feeding ● Once a month ● Plan of Action
Strand 3 ● Remedial programs w/ the help ● Once a week ●Needed materials for the
of honor students program.
● Chess training ● Twice a week
● Tower of Hanoi ● Twice a week
● Spelling ● Twice a week
● Basketball ● Twice a week
● Track and Field ● Twice a week
● Basketball ● Twice a week
Strand 3 ● Badminton ● Twice a week
● GPAK
● Pinoy Henyo (Trivia Games)
2.4.1. Implement planned programs and ● June to March ● Support from School Head
Strand 4
projects ● ₱1000.00 per program
2.5.1. Use available tools/equipment ● June to March ● Laptop, Internet connection
Strand 5
Strand 5 for the projects and programs as found in
the gantt chart
ACTION PLAN
3. Results Focus 3.1. Devotes time beyond office hours that ● June to March ● Time
Strand 1 is expected from me (Five times a week
after dinner until 9pm)
3.2. Prioritize organizational needs before ● June to March ● Personal Integrity
Strand 2
personal needs and avoid procrastination
3.3.1. Fill up forms carefully and neatly ● As needed ● Forms

3.3.2. Plan ahead of time ● A week before the ● Materials needed for the
due date plan of action
Strand 3 3.3.3. Submit forms on or before deadline ● A day before ● Time
deadline
3.3.4. Use resourcefulness to acquire ● As needed ● Time and Resourcefulness
needed materials
3.4. Accept constructive criticism from ● June to March ● Open- Mindedness
Strand 4 superior and peers and list prioritize to fill
gaps and to avoid inefficiency
3.5. Computerize/ encoded iPlans, reports, ● July or as the need ● Laptop, bondpaper
Forms i.e.,NS,ORV, NUMERATES, FORM1, arises (₱1000.00 for the materials
FORM1, FORM2, FORM3, FORM5, FORM6,
FORM137, FORM138, CONFERENCE LETTER
for PARENTS, PDS, BEIS, ABK and 4P's.
For better, fast and effective accessibility
ANTHONY GLENN C. OLIS CHARMAINE G. RUBIO

Ratee Rater
DEPED RPMS form- For Teachers

ed on PART 2
Tanjay City
Individual Performance Commitment and Review Form (IPCRF) for Teacher I-III
KRA 1
1. Applied knowledge of content within and across curriculum teaching areas
MOVs
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
3. Instructional materials highlighting 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)
KRA 1
2. Used a range of range of teaching strategies that enhance learner achievements in literacy and numeracy skills
MOVs
1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about teaching strategies that
enhance learner achievement in literacy and numeracy skills
2. Lesson plans/modified DLLS used in teaching highlighting learner-centered strategies that promote literacy and/or
numeracy skills.
3. Instructional materials highlighting learner-centered strategies that promote literacy and/or numeracy skills
4. Performance tass/test materials(s) used in teaching
5. Results of assessment used in teaching
6. Others (please specify an dprovide annotations)
KRA 1
3. Applied a range of teaching strategies to develop critical and creative thinking as well as other highter-order thinking skills
MOVs
1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about teaching strategies to
develop critical and creative thinking, as well as other higher-order thinking skills
2. Lesson plans/modified DLLs used in teaching teaching highlighting different teaching strategies that develop criticial
and creative thinking and/or other HOTS
3. Instructional materials highlighting different teaching strategies that develop critical and creative thinking and/or other HOTS
4. Performance tasks/test material (s) used in demonstration teaching
5. Results of assessment used in teaching
6. Others (please specify and provide annotations)
Teacher I-III
KRA 2
4. Managed classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on
activities within a range of physical learning environments
MOVs
1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about managing classroom
structure that engages learners in vaious activities
2. Lesson plans/modified DLLs highlighting various classroom management strategies that engage learners in
activities/tasks in different physical learning environments
KRA 2
5. Managed learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused
environemtns
MOVs
1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about teacher management of
learner behavior using the following strategies:
A. Providing motivation
B… .Praising the learners/Giving positive feedback
C. Setting house rules/guidelines
D. Ensuring learners' actie participation
E… Allowing learners to express their ideas/opinions
F. Giving equal opportunites to learners
G. Encouraging learners to ask questions
H. Others (please specify and provide annotations)
KRA 2
6. Usd differentiated, developmentally appropriate earning experiences to address learners' gender, needs, strenghts, interests and
experiences.
MOVs
1. COT rating sheet or IOA Form about using differentiated, developmentally appropriate learning experiences
2. Lesson plans/modified DLLS developed highlighting differentiation in content, product, process, learning environment
or otehrs according to learners' gender, needs, strengths, interests and experiences
3. Instructional materials developed highlighting differentiation in content, product, process, learning environment or
otehrs according to learners' gender, needs, strengths, interests and experiences
KRA 3
7. Planned, managed and implemented developmentally sequenced teaching and learning processes to meet curriculum
requirements and varied teaching contexts
MOVs
1. COT rating sheet and or IOA Form about using developmentally sequenced teaching and learning process
2. Lesson plans/DLLs highlighting developmentally sequenced instruction that meet curriculum goals and varied
teaching contexts
3. Instructional materials used to implement developmentally sequenced teaching and learning process to meet
curriculum requirements and varied teaching contexts
Teacher I-III
KRA 3
8. Participated in collegial discussions that use teacher and earner feedback to enrich teaching practice
MOVs
1. Personal notes of teachers on LACs/FGDs/meetings with proff of attendance
2. Minutes of LAC/FGD sessions on use of tacher and learner feedback to enrich teaching practice with proof of attendance
KRA 3
9. Selected, developed, organized and used appropriate teaching and learning resources, including ICT, to address learning goals
MOVs
1. COT and/or IOA Form about using appropriate teaching and learning resources, including ICT
Examples:
Activity sheets/task sheets/work sheets PowerPoint Presentations Video Clips
Module SMs - Strategic Intervention Materials Others
2. Lesson plans/modified DLLs with appropriate instructional materials appended

KRA 4
10. Designed, selected, organzied and used diagnostic, formative and summative assessment strategies consistent with curriculum
requirements
MOVs
1. COT and/or IOA Form about using diagnostic, formative and summative assessment strategies
2. Prepared lesson plans/DLLs highlighting appropriate use of formative assessment
3. Developed diagnostic tests: (a) with TOS reviewed by superior; (b) with sample accomplished questionnaire/answer sheets
4. Developed summative tests: (a) with TOS reviewed by superior; (b) with sample accomplished questionnaire/answer sheets
5. Developed performance tasks: with rubrics reviewed by superior; (b) with sample accomplished rubrics
KRA 4
11. Monitored and evaluated learner progress and achievement using learner attainment data
MOVs
1. Compilation of learner's written work with summary of results and with signature of parents
2. Formative/summative assessment tools with TOS and frequecncy of errors with identified least mastered skills
3. Class records/grading sheets
4. L>esson plans/modified DLLs showing index of mastery
Teacher I-III
KRA 4
12. Communicated promptly and clearly the learners' needs, progress and achievement to key stakeholders, including
parents/guardians
MOVs
1. At least 3 samples of corrected test papers of the same 3 learners in the same learning area with parents' or guaridan's signature
and date of receipt
2. Minutes of PTA meetings or PTA 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. Communicate with parents/guardians using various modalities
5. Anecdotal record showing entries per quarter
6. Other documents showing learners' neeeds, progress and achievement submitted to other stakeholders
KRA 5
13. Performed various related works/activities that contribute to the teaching-learning process.
MOVs
1. Certificate of Recognition or Participation
2. Certificate of Training
3. Certificate of Speakership
4. Committee involvement
5. Advisorship of Co-curricular activties
6. Book or Journal Authorship/Co-Authorship/Contributorship
7. Coordinatorship/Chairpersonship
8. Coaching and mentoring learners in competitions
9. Mentoring pre-service?IN0service teachers
Teacher I-III
COT-RPMS
Master Teacher I-IV
RATING SHEET
Observer: Date:
Name of Teacher Observed: Time:
Subject & Grade Level Taught: Sec.:
Observation 1 2 3 4
DIRECTIONS FOR THE OBSERVER:
1. Rate each indicator 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, regardless of its relationship to other indicators.
3. Attach your Observation Notes Form to the completed rating sheet.
THE TEACHER: 4 5 6 7 8
1. Applies knowledge of content within and across curriculum teaching areas
2. Applies a range of teaching strategies to develop critical and creative

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

discipline to ensure learning-focused environments
5. Plans, manages and implements developmentally sequenced teaching and

learning processes to meet curriculum requirements and varied teaching
contexts
OTHER COMMENTS:
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Note: For schools with only one observer (i.e. Principal), this form will serve as the final rating sheet.
_______________________________________________ _______________________________________________
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
COT-RPMS
Master Teacher I-IV
INTER-OBSERVER AGREEMENT FORM
Observer 1: Teacher Observed:
Observer 2: __________________________________________
Observer 3: Subject & Grade Level Taught:
Date: __________________________________________
Observation 1 2 3 4
DIRECTIONS FOR THE OBSERVERS:

1.
Indicate your individual rating for each indicator.
Discuss
2. within the group your reason/s for such rating. In case of different ratings, the observers
must resolve the difference and come up with an agreed rating. The final rating is not an average;
it is a final rating based on reasoned and consensual judgment.
Attach
3. all individual Rating Sheets to the Inter-Observer Agreement Form.
Observer Observer Observer AGREED RATING

THE TEACHER: 1 2 3
1. Applies knowledge of content within and across curriculum
teaching areas
2. Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills
3. Manages classroom structure to engage learners, individually or
in groups, in meaningful exploration, discovery and hands-on
activities within a range of physical learning environments
4. Manages learner behavior constructively by applying positive

and non-violent discipline to ensure learning-focused
environments
5. Plans, manages and implements developmentally sequenced
teaching and learning processes to meet curriculum requirements
and varied teaching contexts
COT-RPMS
OBSERVATION NOTES FORM

Observer: Date:
Name of Teacher Observed: Time Started:
Subject & Grade Level Taught: Time Ended:
GENERAL OBSERVATIONS
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Signature over Printed Name of the Observer
NO
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acher
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AGREED RATING
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COT-RPMS
Teacher I-III
RATING SHEET
Observer: Ma. Theresa P. Ramirez Date:

Name of Teacher Observed: Manilyn R. Rosales Time: 2-3 pm
Subject & Grade Level Taught: Science 7 Sec.: A
Observatio 1 2 3 4
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 /
/
4. Manages classroom structure to engage learners, individually or in
groups, 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 environments /
6. Uses differentiated, developmentally appropriate learning experiences to
address learners' gender, needs, strengths, interests and experiences
/
7. Plans, manages and implements developmentally sequenced teaching
and 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:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
_______________________________________________ MANILYN R. ROSALES

COT-RPMS
Teacher I-III
Observer 2: __________________________________________
Date: __________________________________________
Observatio 1 2 3 4

1. your individual rating for each indicator.
Indicate
Discuss
2. within the group your reason/s for such rating. In case of different ratings, the observers must
resolve the difference and come up with an agreed rating. The final rating is not an average; it is a final
rating based on reasoned and consensual judgment.
Attach
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
4. Manages classroom structure to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of
5. Manages learner behavior constructively by applying

positive and non-violent discipline to ensure learning-
focused environments
6. Uses differentiated, developmentally appropriate
learning experiences to address learners' gender,
needs, strengths, interests and experiences
7. Plans, manages and implements developmentally
sequenced teaching and learning processes to meet
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
COT-RPMS
1st and 3rd Quarter
Observer: Date:

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
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
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
4. Manages classroom structure to engage learners, individually or in groups, 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
environments
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
6. Uses differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths,
interests and experiences
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
7. Plans, manages and implements developmentally sequenced teaching and learning processes to meet curriculum
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_______________________________________________
COT-RPMS
2nd Quarter (Indicators 1-5, 7 & 8)
Observer: Date:

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
skills
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
environments
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
8. Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT, to address learning
goals
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_______________________________________________
COT-RPMS
4th Quarter (Indicators 1-5, 7 & 9)
Observer: Date:

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
skills
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
environments
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
9. Designs, selects, organizes, and uses diagnostic, formative and summative assessment strategies consistent with
curriculum requirements
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_______________________________________________
COT-RPMS
Teacher I-III
RATING SHEET
Observer: Ma. Theresa P. Ramirez Date: November 5, 2019

Observatio 1 2 3 4
areas /
/
/
/
teaching contexts
/

OTHER COMMENTS:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

COT-RPMS
Teacher I-III
Observer 2: __________________________________________
Date: __________________________________________
Observatio 1 2 3 4

Indicate
Discuss
Attach


COT-RPMS
1st and 3rd Quarter
Observer: Date:

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
skills
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
environments
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_______________________________________________
COT-RPMS
Observer: Date:

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
skills
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
environments
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
goals
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_______________________________________________
COT-RPMS
Observer: Date:

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
skills
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
environments
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_______________________________________________
COT-RPMS
Teacher I-III
RATING SHEET

Observatio 1 2 3 4
areas /
/
literacy and numeracy skills
thinking, as well as other higher-order thinking skills /
/
/
teaching contexts
/

OTHER COMMENTS:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

COT-RPMS
Teacher I-III
Observer 2: __________________________________________
Date: __________________________________________
Observatio 1 2 3 4

Indicate
Discuss
Attach


COT-RPMS
1st and 3rd Quarter
Observer: Date:

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
skills
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
environments
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_______________________________________________
COT-RPMS
Observer: Date:

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
skills
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
environments
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
goals
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_______________________________________________
COT-RPMS
Observer: Date:

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
skills
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
environments
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_______________________________________________
COT-RPMS
Teacher I-III
RATING SHEET

Observatio 1 2 3 4
areas /
/
/
/
teaching contexts
/

OTHER COMMENTS:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

COT-RPMS
Teacher I-III
Observer 2: __________________________________________
Date: __________________________________________
Observatio 1 2 3 4

Indicate
Discuss
Attach


COT-RPMS
1st and 3rd Quarter
Observer: Date:

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
skills
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
environments
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_______________________________________________
COT-RPMS
Observer: Date:

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
skills
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
environments
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
goals
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_______________________________________________
COT-RPMS
Observer: Date:

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
skills
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
environments
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_______________________________________________
Tanjay City
Individual Performance Commitment and Review Form (IPCRF) for Master Teacher I-IV
KRA 1 Content Knowledge and Pedagogy

1. Modeled effective applications of content nowledge within and across curriculum teaching areas.
MOVs
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
3. Instructional materials developed highlighting effective application of content knowledge within and across subject areas
4. Performance tasks/test material (s) used in demonstration teaching integration of content knowledge within and across subject
areas
5. Results of assessment used in demonstration teaching highlighting mastery of lessons learned

2. Collaborated with colleagues in the condcut and application of research to enrich knowledge of content and pedagogy
MOVs
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.)
3. Certified completed collaborative research focused on enriching knowledge of content and pedagogy
4. Proof of dissemination of research findings with colleagues
5. Proof of utilization of research findings

3. Developed and applied effective teaching strategies to promote critical and creative thinking, as well as other higher-order
thinking skills
MOVs
1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about using effective teaching
strategies to promote critical and creative teaching, as well as other higher-order thinking skills
2. Lesson plans/modified DLLs used in demonstration teaching highlighting different teaching strategies that develop
criticial and creative thinking and/or other HOTS
3. Instructional materials highlighting different teaching strategies that develop critical and creative thinking and/or other HOTS
4. Performance tasks/test material (s) used in demonstration teaching
5. Results of assessment used in the demonstration teaching
KRA 2 Learning Environment and Diversity of Learners
4. Worked with colleagues to model and share effective techniques in the management of clarrooms structure to engage learners,
individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical leanring
environments
MOVs
1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about sharing effective
techniques in the management of classroom structure
2. Lesson plans/modified DLLs used in demonstration teaching highlighting effective classroom management strategies
that engage learners in activities/tasks in different physical learning environment
3. Minutes of LAC highlighting the sharing on effective classroom management techniques
4. instructional materials used in demonstration teaching
5. Exhibited effective and constructi e behavior management skills by applying positive and non-violent discipline to ensure
leanring-focused environments
MOVs
1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about effective teacher
management of learner behavior using the following strategies:
1.1 Providing motivation
1.2 Praising the learners/Giving positive feedback
1.3 Setting house rules/guidelines
1.4 Ensuring learners' actie participation
1.5 Allowing learners to express their ideas/opinions
1.6 Giving equal opportunites to learners
1.7 Encouraging learners to ask questions
1.8 Others (please specify and provide annotations)

6. Worked with colleagues to share differentiated, developmentally appropriate opportunities to address learners'
differences in gender, needs, strengths, interests and experiences
MOVs
1. Minutes of LAC session/s, highlighting one's sharing of strategies on differentiated and developmenetally appropriate
opportunities to address learners' differences
2. Lesson plans/ modified DLLs highlighting strategies on differentiated and developmentally-appropriate opportunities
to address learners' differences
3. Corresponding instructional materials 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 MT's sharing)
KRA 3 Curriculum and Planning

7. Developed and applied effective strategies in the planning and management of developmentally sequenced teaching
an delarning process to meet curriculum requirements and varied teaching contexts
MOVs
1. COT Rating Sheet and/or inter-observer agreement form about using effective strategies in implementing
developmentaly sequenced teaching and learning process
2. Results of learners' assessment during the actual teaching
3. Lesson plans/modified DLLs used in demonstration teaching highlighting developmentally sequenced teaching-
learning process
4. Instructional materials showing effective strategies in developmentally sequenced teaching an dlearning process
5. Performance taks/test material(s) used in demonstration teaching

8. Reviewed with colleagues, teacher and learner feedback to plan, facilitate and enrich teaching practice
MOVs
1. Implement LAC/FGD Plan
2. Minutes of LAC/FGD sessions on use of teacher an dlearner feedback to enrich teaching practice with proof of attendance
MOVs
1. Teaching an dlearning resources developed by colleagues and critiqued on their alignment to learning goals
2. Lesson plans by colleagues critqued in terms of alignment of the teaching and learning resources to the indicated
learning goals and appropriateness to the target learners
KRA 4 Assessment and Reporting
10. Worked collaboratively with colleagues to review the design, selection, organization and use of a range of effective diagnostic,
formative and summative assessment strategies conssitent with curriculum requirements
MOVs
1. Any proof of collaborative review f the test is designed based on its purpose (e.g. diagnostic, formative and summative)
2. Any proof of collaborative review of the alignment of the test with the curriculum
2.1 formative test attached to a lesson plan
2.2 summative assessment with TOS
2.3 diagnostic test with its TOS

11. Interpreted collaboratively monitoring and evaluation strategies of attainment data to support learner progress and achivement
MOVs
1. Collaborative interpretation of the index of mastery obtained from 1 class
2. Collaborative interpretation of item analysis of quarterly examinations
3. Collaborative interpretation of results of performance assessment

12. Applied skills in the effective communication of learner needs, progress and achievement to key stakeholders, including
parents/guardians.
MOVs
1. Sample agreement for learners at risk signed by parents and corresponding evidence of improvement
2. Record of dialogue and/or parent-teacher conferences and corresponding evidence of improvement
3. Anecdotal record communicated to and signed by the learners and/or parents with corresponding evidence of improvement
4. Sample of learners' test results signed by parents and ocrresponding evidence of improvement
5. Sample of accomplished rubrics given for performance task and corresponding evidence of improvement
6. Attendance sheet/minutes of parent-teacher conference
7. Signed report cards of students at risk with corresponding evidence if improvement
8. Correspondence notebook/letters/proof of communication using other modalities (e.g. e-mail, SMS, etc.) and
corresponding evidence improvement
9. Learners' peformance record

KRA 5 Plus Factor

13. Performed various related works/activities that contribute to the teaching-learning process.
MOVs
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 an dconferences
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
8. Certificate of Speakership
9. Committee Involvement
10. Advisorship of Co-curricular activities
11. Book or Journal Authorship/Co-Authorship/Contributorship
12. Coordinatorship/Chairpersonship
13. Coaching and mentoring learners in competitions
14. Mentoring pre-service/in-service teachers

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rating of 7 rating of 6 rating of 5 rating of 4

Submitted at least Submitted at least Submitted at least

Rater: Ratee: Approving Authority:

MA. THERESA P. RAMIREZ MANILYN R. ROSALES MA. THERESA V. AVANSADO CESO VI

Name of Employee: MANILYN R. ROSALES Name of Rater: MA. THERESA P. RAMIREZ

MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a

Rater: Ratee: Approving Authority:

MA. THERESA P. RAMIREZ MANILYN R. ROSALES MA. THERESA V. AVANSADO CESO VI

Name of Employee: MANILYN R. ROSALES Name of Rater: MA. THERESA P. RAMIREZ

shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1

Submitted at Submitted at Submitted at Submitted at No acceptable

Rater: Ratee: Approving Authority:

MA. THERESA P. RAMIREZ MANILYN R. ROSALES MA. THERESA V. AVANSADO CESO VI

Name of Employee: MANILYN R. ROSALES Name of Rater: MA. THERESA P. RAMIREZ

Rater: Ratee: Approving Authority:

MA. THERESA P. RAMIREZ MANILYN R. ROSALES MA. THERESA V. AVANSADO CESO VI

Name of Employee: MANILYN R. ROSALES Name of Rater: MA. THERESA P. RAMIREZ

learning-focused shown in MOV shown in MOV shown in MOV shown in MOV

Rater: Ratee: Approving Authority:

MA. THERESA P. RAMIREZ MANILYN R. ROSALES MA. THERESA V. AVANSADO CESO VI

7.5% Applied Applied Applied Applied No acceptable

teaching teaching teaching teaching

Rater: Ratee: Approving Authority:

MA. THERESA P. RAMIREZ MANILYN R. ROSALES MA. THERESA V. AVANSADO, CESO VI

Name of Employee: MANILYN R. ROSALES Name of Rater: MA. THERESA P. RAMIREZ

Rater: Ratee: Approving Authority:

MA. THERESA P. RAMIREZ MANILYN R. ROSALES MA. THERESA V. AVANSADO, CESO VI

Name of Employee: MANILYN R. ROSALES Name of Rater: MA. THERESA P. RAMIREZ

practice feedback to feedback to feedback to feedback to

instruction as instruction as instruction as instruction as

3. Curriculum and Planning

Rater: Ratee: Approving Authority:

MA. THERESA P. RAMIREZ MANILYN R. ROSALES MA. THERESA V. AVANSADO CESO VI

Name of Employee: MANILYN R. ROSALES Name of Rater: MA. THERESA P. RAMIREZ

MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a

Rater: Ratee: Approving Authority:

MA. THERESA P. RAMIREZ MANILYN R. ROSALES MA. THERESA V. AVANSADO, CESO VI

Name of Employee: MANILYN R. ROSALES Name of Rater: MA. THERESA P. RAMIREZ

summative strategies strategies strategies strategies

strategies consistent requirements as requirements as requirements as requirements as

Rater: Ratee: Approving Authority:

MA. THERESA P. RAMIREZ MANILYN R. ROSALES MA. THERESA V. AVANSADO, CESO VI

Name of Employee: MANILYN R. ROSALES Name of Rater: MA. THERESA P. RAMIREZ

MOV submitted MOV submitted MOV submitted MOV submitted

Submitted a Submitted a Submitted a No acceptable

Submitted MOV Submitted MOV Submitted MOV Submitted MOV No acceptable

Rater: Ratee: Approving Authority:

MA. THERESA P. RAMIREZ MANILYN R. ROSALES MA. THERESA V. AVANSADO, CESO VI

12. Communicated Consistently Frequently Occasionally

achievement to key needs, progress

stakeholders, stakeholders, stakeholders, stakeholders,

Submitted any 1 No acceptable

Submitted MOV Submitted MOV Submitted MOV Submitted MOV No acceptable

Rater: Ratee: Approving Authority:

MA. THERESA P. RAMIREZ MANILYN R. ROSALES MA. THERESA V. AVANSADO, CESO VI

Name of Employee: MANILYN R. ROSALES Name of Rater: MA. THERESA P. RAMIREZ

Submitted at least No acceptable

Rater: Ratee: Approving Authority:

MA. THERESA P. RAMIREZ MANILYN R. ROSALES MA. THERESA V. AVANSADO, CESO VI

Name of Employee: MANILYN R. ROSALES Name of Rater: MA. THERESA P. RAMIREZ

Part III: Summary of Ratings

MA. THERESA P. RAMIREZ MANILYN R. ROSALES MA. THERESA V. AVANSADO, CESO VI