Name of Employees: MATEO D. CLAROS Rater: JOCEL R.

LASTIMOSA Region:
Position: TEACHER II Position: MASTER TEACHER I Division:
Employee ID No: 0632 611 5 Date of Review: JUNE , 2022 District/Municipality:
Employment Status: REGULAR PERMANENT Rating Period: S.Y.: 2021- 2022 School Name:
Age: 58 Yrs Old School ID:
Sex: MALE Number of Years in Teaching: 29 YEARS School Type:
Level Taught: JUNIOR HIGH SCHOOL Highest Degree Obtained: BACCALAUREAT School Small:
Grade level Taught: 7 Curr. Classification:
Subject Taught: MATHEMATICS Area of Specialization MATHEMATICS

COT 1 COT 2
COT IPCRF Numerical Ratings
KRA Weight Weight per Indicator
per KRA Objectives Objective RPMS RPMS
Ave
Number Rating Rating Q E T
5-pt Scale 5-pt Scale
Objective 1 8.0% 1
KRA 1 Objective 2 8.0%
Objective 3 8.0%
Objective 4 8.0%
KRA 2 Objective 5 8.0% 2
Objective 6 8.0%
Objective 7 8.0% 3
KRA 3
Objective 8 8.0%
Objective 9 8.0%
KRA 4 Objective 10 8.0%
Objective 11 8.0%
Plus Factor Objective 12 12.0%
Final Ratin
Date Observed March 10, 2021 April 19, 2021
Adjectival Ratin
 CARAGA
BAYUGAN CITY
CENTRAL II / BAYUGAN CITY
BAYUGAN NATIONAL COMPREHENSIVE
304707
URBAN
VERY LARGE
GRADE 7-10 ; GRADE 11-12

IPCRF Numerical Ratings

Score Adjectival Rating
Average

0
0
0
0
0
0
0
0
0
0
0
0
Final Rating 0.000
Adjectival Rating Poor
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III
Name of Employee: MATEO D. CLAROS Name of Rater: JOCEL R. LASTIMOSA
Position: TEACHER II Position: MASTER TEACHER I
Bureau/Center/Service/Division: BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL - BAYUGAN CITY Date of Review: JUNE , 2022
Rating Period: S.Y.: 2021- 2022

TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight MOV's Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T

Demonstrated
Classroom Observation Tool (COT) rating
Demonstrated Level 7 Demonstrated Level 6 Demonstrated Level 5 Demonstrated Level 5 Level 3 in Objective 1
1. Applied knowledge sheet or inter-observer agreement form from
October in Objective 1 as in Objective 1 as in Objective 1 as in Objective 1 as as shown in COT rating
Basic Education of content within and 1. if option 1 is not possible, an observation
2020 - 8.0% Quality shown in COT rating shown in COT rating shown in COT rating shown in COT rating sheets / interobserver Accomplished 2 COs
Services across curriculum of a video lesson that is SLM- based or
July 2021 sheets/interobserver sheets /interobserver sheets/interobserver sheets/interobserver agreement forms or No
teaching areas. MELC-aligned
agreement forms agreement forms agreement forms agreement forms acceptable
evidence is shown

1. Content
Any supplementary material (in print/digital Ensured that the
Knowledge and
format) made by the ratee and used in the Ensured that the Ensured that the ICT ICT used modify Ensured that ICT are
Pedagogy
lesson delivery that highlights the positive ICT used redefine and used augment and processes and used but do not create
use of ICT to facilitate the teaching and transform learning enrich learning improve learning a new learning
Submitted 2
2. Ensured the learning process experiences and are experiences and are experiences and are experience and/or are
October supplementary
Basic Education positive use of ICT to • Lesson plan (e.g., DLP, DLL, WHLP, documented properly documented documented properly documented but not No acceptable
2020 - 8.0% Quality materials such as 0 0.000 0.000
Services facilitate the teaching WLP, WLL, Lesson Exemplars, and the and consistently using properly and and consistently using consistent with one evidence is shown
July 2021 Audio lesson and
and learning process likes) any referencing style consistently using any any referencing style referencing style as
Learning activity sheet
• Video lesson as shown in the referencing style as as shown in the shown in the submitted
• Other learning materials in print/digital submitted learning shown in the submitted submitted learning learning
format (please specify and provide material learning material material material
annotations)

Any supplementary material (in print/digital

format) made by the ratee and used in the Applied teaching
lesson delivery that highlights teaching strategies that Applied teaching
Applied teaching Applied teaching
strategies to develop critical and creative challenge learners to strategies that lead
3. Applied a range of strategies that require strategies that require
thinking, as well as other higher-order draw conclusions learners along a single Submitted 2
teaching strategies to learners to make learners to describe
1. Content October thinking skills and justify their thinking path of inquiry and/or to supplementary
Basic Education develop critical and connections using and explain ideas No acceptable
Knowledge and 2020 - 8.0% • Lesson plan (e.g., DLP, DLL, WHLP, Quality or put parts together to simple recall materials such as 0 0.000 0.000
Services creative thinking, as ideas learned as shown learned as shown in evidence is shown
Pedagogy July 2021 WLP, WLL, Lesson Exemplars, and the promote and rote memorization Video lesson and
well as other higher in the submitted the submitted learning
likes) deeper understanding of concepts as shown Learning activity sheet
order thinking skills learning material
• Video lesson of ideas learned as in the submitted
material
• Other learning materials in print/digital shown in the submitted learning material
format (please specify and provide learning material
annotations)
 Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight MOV's Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T

Any supplementary material (in print/digital

Utilized effective Utilized an effective Utilized a teaching
format) made by the ratee and used in the Utilized effective
teaching strategies that teaching strategy that strategy or strategies
4. Established a lesson delivery that highlights teaching teaching strategies that
are appropriate in is appropriate in that partially respond to
learner - centered strategies that are responsive to learners’ are appropriate in
2. Diversity of responding to learners’ responding to learners’ learners’ linguistic, Submitted 2
culture by using linguistic, cultural, socioeconomic, or responding to learners’
Learners & October linguistic, cultural,socio linguistic, cultural, socio cultural, socio - supplementary
Basic Education teaching strategies religious backgrounds linguistic, cultural, socio No acceptable
Assessment and 2020 - 8.0% Quality - economic, or religious - economic, or religious economic, or religious materials such as 0 0.000 0.000
Services that respond to their • Lesson plan (e.g., DLP, DLL, WHLP, - economic, or religious evidence is shown
Reporting July 2021 backgrounds at an backgrounds backgrounds as shown Audio lesson and
linguistic, cultural, WLP, WLL, Lesson Exemplars, and the li backgrounds at a group
individual level* as as shown in the in the Learning activity sheet
socio - economic and • Audio lesson level* as
shown in the submitted submitted learning submitted learning
religious backgrounds • Other learning materials in print/digital shown in the submitted
learning material material material
format (please specify and provide learning material
annotations)

5. Planned and
delivered eaching
strategies that are
responsive to the
special educational
Demonstrated Demonstrated Demonstrated Demonstrated
needs of learners in
Classroom Observation Tool (COT) rating Level 7 in Level 6 in Level 5 in Level 4 in
2. Diversity of difficult
October sheet or inter-observer agreement form from Objective 5 as Objective 5 as Objective 5 as Objective 5 as
Basic Education Learners & circumstances*, No acceptable
2020 - 8.0% 1. if option 1 is not possible, an observation Quality shown in COT shown in COT shown in COT shown in COT Accomplished 2 Cos
Services Assessment and including: geographic evidence is shown
July 2021 of a video lesson that is SLM- based or rating rating rating rating
Reporting isolation; chronic
MELC-aligned sheets/interobserver sheets/interobserver sheets/interobserver sheets/interobserver
illness; displacement
agreement forms agreement forms agreement forms agreement forms
due to armed conflict,
urban resettlement or
disasters; child
abuse and child labor
practices

Provided Provided
Provided learners Provided
learners with learners with
with accurate, learners with
accurate, and accurate, and
and specific and inaccurate
specific general Provided 2 evidences
directed and/or
constructive constructive
Evidence that highlights providing accurate Quality constructive destructive No evidence is shown that highlights providing
feedback as feedback accurate and
6. Used strategies for and constructive feedback to improve feedback* as feedback
2. Diversity of shown in the as shown in constructive feedback
providing timely, learner performance and that shows shown in the as shown in the
Learners & October evidence the evidence to improve learner
Basic Education accurate and timeliness of feedback given to any of the evidence evidence
Assessment and 2020 - 8.0% submitted submitted performance and that 0 0 0.000 0.000
Services constructive feedback following: submitted submitted
Reporting July 2021 shows timeliness of
to improve learner • activity sheet
feedback such as
performance • performance task
MOV submitted performance task and
MOV submitted MOV submitted MOV submitted shows self-learning module
shows feedback
shows feedback shows feedback given feedback given
Timeliness given within 11-20 No evidence is shown answer sheets
given within 5 working within 6-10 working beyond 20 working
working days from
days from submission** days from submission** days from submission**
submission**
 Performance Indicators Rating
MFOs KRAs Objectives Timeline Weight MOV's Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
7. Selected,
Demonstrated Level 6 Demonstrated Level 5 Demonstrated Level 4 Demonstrated Level 3
developed, Demonstrated Level 7
Classroom Observation Tool (COT) rating in Objective 7 as in Objective 7 as in Objective 7 as in Objective 7 as
organized and used in Objective 7 as
October sheet or inter-observer agreement form from shown in COT shown in COT shown in COT shown in COT rating
Basic Education 3. Curriculum appropriate teaching shown in COT
2020 - 8.0% 1. if option 1 is not possible, an observation Quality rating sheets /inter rating sheets /inter rating sheets /inter sheets /inter observer Accomplished 2 Cos
Services and Planning and learning rating sheets
July 2021 of a video lesson that is SLM- based or observer agreement observer agreement observer agreement agreement forms or No
resources, including /interobserver
MELC-aligned forms forms forms acceptable evidence
ICT, to address agreement forms
was shown
learning goals

One lesson plan (e.g., DLP, DLL, WHLP,

All of the Majority of
WLP, WLL, Lesson Exemplars, and the Half of the Submitted 2 MOVs
learning the learning
likes) or one lesson from a self-learning learning Less than half such as a copy of
outcomes set outcomes set
8. Set achievable and module prepared by the ratee with outcomes set of the learning Performance task and
are aligned are aligned
appropriate achievable and appropriate learning are aligned outcomes set Rubric for assessing
October with the with the
Basic Education learning outcomes outcomes that are aligned with the learning with the are aligned with No acceptable performance with
2020 - 8.0% Quality learning learning 0 0.000 0.000
Services that are aligned competencies as shown in any of the learning the learning evidence is shown achievable and
July 2021 competencies competencies
with learning following: competencies competencies appropriate learning
as shown in as shown in
competencies • Performance task as shown in as shown in the outcomes that are
the MOV the MOV
• Rubric for assessing performance using the MOV MOV submitted aligned with the
submitted submitted
criteria that appropriately describe the target submitted learning competencies
output

Sustained Communicated
Secured Communicated
engagement with and
collaboration with parents/
with parents/ obtained
with parents/ guardians and/or
1. Proof of participation in any activity guardians response from
guardians wider school
for improved access to education such and/or wider parents/
and/or wider community to
as, but not limited to the ff. activities school guardians and/or
school facilitate
• Distribution of learning materials to community to wider school
learners/parents (e.g., receipt community to involvement in No acceptable
Quality facilitate community to
form/monitoring form during facilitate the educative evidence is shown Submitted 4 MOVs
involvement in facilitate
distribution of learning materials, etc.) involvement in process but such as monitoring
9. Built relationships the educative involvement in
4. Community the educative received no form during distribution
with parents/ • Home visitation (e.g., home visitation process as the educative
Linkages and process as response/reply of materials,
guardians and the form, etc.) evidenced by 2 process as
Professional October evidenced by as evidenced by engagement in brigada
Basic Education wider school • Others (please specify and provide or more of MOV evidenced by
Engagement & 2020 - 8.0% annotations) one MOV no. 1 MOV No. 3 eskwela, attendance 0 0 0.000 0.000
Services community to facilitate no. 1 or 2 MOV No. 3
Personal Growth July 2021 2. Any form of communication to or 2 during parent-teacher
involvement
and Professional parents/stakeholders (e.g., notice of conference, and
in the educative
Development meeting; screenshot of chat/text screenshot of chat/text
process message/communication with message with
parent/guardian [name or any parents/guardians
identifier removed]; digital/printed
copy of Learner Enrollment Survey Submitted any 1
Submitted any Submitted any Submitted any 2 No acceptable
Form signed by the ICT of the
4 of the 3 of the of the evidence is
Coordinator/Focal person and School Efficiency acceptable acceptable acceptable
acceptable
shown
Head) MOV
MOV* MOV* MOV*
 Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight MOV's Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
Participated in any
• Certificate of completion in a Participated in any professional network
Participated in any
course/training professional /activity that requires Participated in any
professional
• Certificate of participation in a webinar, network/activity that output* and proof of professional network
network/activity that
retooling, upskilling, and other requires output* and implementation ** /activity that does not
10. Participated requires output* to No acceptable
training/seminar/workshop with proof of proof of implementation within the department/ require output to share
in professional Quality share knowledge and evidence is Submitted 4 MOVs
October implementation ** within the school to grade level to share knowledge and to
Basic Education networks to share to enhance practice as shown such as certificates
2020 - 8.0% • Certificate of recognition/speakership in a share knowledge and knowledge and to enhance practice as 0 0 0 0.000
Services knowledge and to evidenced by the during INSET and LAC
July 2021 webinar, retooling, upskilling, and other to enhance practice as enhance practice as evidenced by the
enhance practice submitted MOV sessions
training/ seminar/workshop evidenced by the evidenced by the submitted MOV
• Any proof of participation in school LAC submitted MOV submitted MOV
4. Community sessions (online/face-to-face certified by the
Linkages and LAC Coordinator Submitted 4 different Submittted 3 different Submitted 2 different Submitted any 1 of the
No acceptable
Professional Efficiency kinds of acceptable kinds of acceptable kinds of acceptable acceptable MOV
evidence is shown
Engagement & MOV*** MOV*** MOV***
Personal Growth
and Professional Main MOV: Individual Performance and Accomplished the Accomplished the
Updated the Discussed progress on
Development Commitment Review Form- Development Development Plan from Strengths and
Development the Development Accomplished 4 MOVs
Plan (IPCRF-DP Supporting MOV: learning Development Needs
Plan and Plan with the rater to such as personal notes
11. Developed a Any document aligned with the IPCRF-DP objectives up to portion of the No acceptable
Quality approved by check whether from LAC Sessions,
personal improvement such as: resources needed to Development Plan after evidence is shown
the rater during Development INSET, meetings,
plan based on October • Reflection of one’s practice during LAC address Development selfassessment at the
Basic Education Phase II of the Needs were IPCRF-DP, and a
reflection of one’s 2020 - 8.0% session/s with proof of attendance Needs during Phase I beginning of the school 0 0 0.000 0.000
Services RPMS cycle addressed learning material
practice and ongoing July 2021 • Reflection/Personal Notes on Coaching of the RPMS cycle year
highlighting the
professional and Mentoring and/or Mid-year Review
Submitted the IPCRF- Submitted the IPCRF- Submitted the IPCRF- improvement done
learning • Personal notes journal on division/school- Submitted the IPCRF-
DP with any 4 of the DP with any 2 of the DP with any 1 of the No acceptable based on accomplished
led INSET with proof of attendance DP with any 3 of the
Efficiency acceptable Supporting acceptable Supporting acceptable Supporting evidence is shown “reflection” section
• Others (Please specify and provide acceptable Supporting
MOV* MOV* MOV
annotations) MOV*

Performed at least 1 Performed at least 1

Performed at least 1
related work/activity related work/activity Performed at least 1
Proof of: related work/activity
that contributed to the that contributed to related work/activity Submitted 4 MOVs
12.Performed various • committee involvement that contributed to the
teaching-learning the teaching-learning that contributed to such as certificate of
related • advisorship of co-curricular activities teaching-learning
process within the process within the the teaching-learning No acceptable recognition as SLM
works/activities October • involvement as module/learning material Quality process beyond the
Basic Education school/ Community learning area/ process within the evidence is shown content reviewer and
5. Plus Factor that contribute to the 2020 - 12.0% writer school/ Community 0 0 0.000 0.000
Services Learning Center (CLC) department as class as evidenced by certificate of
teachinglearning July 2021 • involvement as module/learning material Learning Center (CLC)
as evidenced evidenced by submitted submitted MOV commendation as LAS
process validator as evidenced
by submitted MOV MOV writer, Certificate of
• coordinatorship/chairpersonship by submitted MOV
Webinars
Submitted any 1 of the
Efficienc Submitted any 4 of the Submitted any 3 of the Submitted any 2 of the No acceptable
acceptable MOV
y acceptable MOV* acceptable MOV* acceptable MOV* evidence is shown
RATING FOR OVER-ALL
Poor 0.000
ACCOMPLISHMENTS
ADJECTIVAL RATING EQUIVALENCIES
RANGE ADJECTIVAL RATING
4.500-5.000 Outstanding
3.500-4.499 Very Satisfactory
2.500-3.499 Satisfactory
1.500-2.499 Unsatisfactory MATEO D. CLAROS JOCEL R. LASTIMOSA MINDA I. TEPOSO
below 1.499 Poor Ratee Rater Approving Authority
 PART II: COMPETENCIES
CORE BEHAVIORAL COMPETENCIES CORE SKILLS
Self-Management Teamwork Oral Communication

1 1 Sets personal goals and direction, needs and development. 1 1 Willingly does his/her share of responsibility. 1 1 Follows instruction accurately.

2 Undertakes personal actions and behaviors that are clear and purposive and
1 takes into account personal goals and values congruent to that of the 1
organization.
3 Displays emotional maturity and enthusiasm for and is challenged by higher
1 goals.
4 Prioritizes work tasks and schedules (through Gantt charts, checklists, etc.) to
1 achieve goals.
5
1 Sets high quality, challenging, realistic goals for self and others.
Service Orientation
Professionalism and Ethics
1 Demonstrates the values and behavior enshrined in the Norms of Conduct and
1 Ethical Standards for public officials and employees (RA 6713).
2 Practices ethical and professional behavior and conduct taking into account the
1 impact of his/her actions and decisions.
3 Maintains a professional image: being trustworthy, regularity of attendance and
1 punctuality, good grooming and communication.
1 4 Makes personal sacrifices to meet organization’s needs.
5 Acts with a sense of urgency and responsibility to meet organization’s needs,
1 improve systems and help others improve their effectiveness.
Innovation
Result Focus
1 1 Achieves results with optimal use of time and resources most of the time.
2 Avoids rework, mistakes and wastage through effective work methods by
1 placing organizational needs before personal needs.
3 Delivers error-free outputs most of the time by conforming to standard operating
procedures correctly and consistently. Able to produce very satisfactory quality
1 of work in terms of usefulness/acceptability and completeness with no
supervision required.
4 Expresses a desire to do better and may express frustration at waste or
1 inefficiency. May focus on new or more precise ways of meeting goals set.
5 Makes specific changes in the system or in own work methods to improve
performance. Examples may include doing something better, faster, at a lower
1 cost, more efficiently, or improving quality, customer satisfaction, morale,
without setting any specific goal.
Promotes collaboration and removes barriers to teamwork and goal
2 accomplishment across the organization.
1 3 Applies negotiation principles in arriving at win-win agreements.
1 4 Drives consensus and team ownership of decisions.
Works constructively and collaboratively with others and across organizations to
1 5 accomplish organizational goals and objectives.
1 1 Can explain and articulate organizational directions, issues and problems.
Takes personal responsibility for dealing with and/or correcting customer
1 2 service issues and concerns.
Initiates activities that promotes advocacy for men and women empowerment.
3
Participates in updating of office vision, mission, mandates and strategies based
1 4 on DepEd strategies and directions.
Develops and adopts service improvement programs through simplified
1 5 procedures that will further enhance service delivery.
Examines the root cause of problems and suggests effective solutions. Fosters
1 1 new ideas, processes, and suggests better ways to do things (cost and/or
operational efficiency).
Demonstrates an ability to think “beyond the box”. Continuously focuses on
1 2
improving personal productivity to create higher value and results.
Promotes a creative climate and inspires co-workers to develop original ideas or
1 3
solutions.
Translates creative thinking into tangible changes and solutions that improve
1 4
the work unit and organization.
Uses ingenious methods to accomplish responsibilities. Demonstrates
1 5
resourcefulness and the ability to succeed with minimal resources.
1 2 Expresses self clearly, fluently and accurately.
1 3 Uses appropriate medium for the message
1 4 Adjust communication styles to others.
1 5 Guides discussions between and among peers to meet an objective.
Written Communication
1 1 Knows the different written business communication formats used in DepEd.
Writes routine correspondence/communications, narrative and descriptive report
1 2 based on readily available information data with minimal spelling or grammatical
errors (e.g. memos, minutes, etc.)
Secures information from required references (i.e., Directories, schedules,
1 3
notices, instructions) for specific purposes.
1 4 Self-edits words, numbers, phonethic notation and content, if necessary.
Demonstrates clarity, fluency, impact, conciseness and effectiveness in his/her
1 5
written communications.
Computer/ICT Skills
Prepares basic compositions (e.g., letters, reports, spreadsheets and graphics
1 1
presentation using Word Processing and Excel).
Identifies different computer parts, turns the computer on/off, and work on a
1 2 given task with acceptable speed and accuracy and connects computer
peripherals (e.g. printers, modems, multimedia projectors, etc.)
1 3 Prepares simple presentation using Powerpoint.
Utilizes technologies to: access information to enhance professional
1 4 productivity, assists in conducting research and communicate through local and
global professional networks.
Recommends appropriate and updated technology to enhance productivity and
5
professional practice.

OVERALL COMPETENCY RATINGS

CORE BEHAVIORAL COMPETENCIES 4.833

CORE SKILLS 4.667

OVERALL RATING 4.750

 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating Adjectival Rating

Accomplishment of KRAs and Objectives 0.000 Poor

Rater-Ratee Agreement

The signatures below confirm that the employee and his/her superior have agreed on the contents of this appraisal form and the performance rating.

Name of Employee Name of Superior

MATEO D. CLAROS JOCEL R. LASTIMOSA
TEACHER II MASTER TEACHER I
Signature Signature

Date Date
JUNE , 2022 JUNE , 2022
 Republic of the Philippines
Department of Education
REGION 13 – CARAGA
SCHOOLS DIVISION OF BAYUGAN CITY
BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

MATHEMATICS DEPARTMENT
S.Y. 2020 - 2021

PART IV: DEVELOPMENT PLANS

Action Plan (Recommended Developmental
Intervention) Resources
Strengths Development Needs Time Line
Needed
Learning Objectives Interventions
A. Functional Competencies (RPMS - PPST Objectives from Part II of e-SAT)
Objective 1. KRA 1 Applied Objective 9. KRA 4 Built relationships Conduct LAC Year Round Speaker, Subject
knowledge of content within Community Linkages and Professional with parents/ guardians and session. Specialist, SH,
and across curriculum Engagement & Personal Growth and the wider school DH
teaching areas. (PPST Indicator Professional Development community to facilitate Attend webinar
1.1.2) involvement Attend GPTA
in the educative process meeting

B. Core Behavioral Competencies (from Part III of e-SAT)

TEAMWORK: Promotes Innovations: Translate creative Enrich skills in translating Conduct LAC Year Round Speaker, Subject
collaboration and removes thinking into tangible changes and creative thinking into tangible session. Specialist, SH,
barrier to teamwork and goal solution that improve the work unit changes and solution that DH
accomplishment across the and organization improve the work unit. Attend webinar
organization.

Feedback:

Ratee: Rater: Approving Authority:

MATEO D. CLAROS JOCEL R. LASTIMOSA MINDA I. TEPOSO

TEACHER II MASTER TEACHER I SEC. SCHOOL PRINCIPAL II