Automated IPCRF T1-T3-MT

Republic of the Philippines
Department of Education
Region V
Division of Sorsogon
Name of School
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (

Name of Employee:
Position: TEACHER III
Bureau/Center/Service/Division:
Rating Period: SY 2018 - 2019
TO BE FILLED OUT DURING PLANNING
Performance Indicators
Weight per
MFOs KRAs Objectives Timeline
KRA
Very Satisfactory
QET Outstanding (5) Satisfactory (3) Unsatisfactory (2)
(4)
Basic 1. Content 1. Applied June 2018 7.50% Quality Showed Showed Showed Showed
Education Knowledge and knowledge of to March knowledge of knowledge of knowledge of knowledge of
Services Pedagogy content within and 2019 content and its content and its content and its content and its
across curriculum integration within integration within integration within integration within
teaching areas. and across and across and across and
subject areas as subject areas as subject areas as across subject
shown shown shown in MOV 1 areas as shown
inMOV1witha inMOV1witha with a rating of 5 in MOV 1 with a
rating of 7 rating of 6 rating of 4
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1

least 4 lessons lessons using lessons using of the given MOV
using MOV 1 and MOV 1 and MOV 1 and
supported by any supported by any supported by any
1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV
Timeliness
Weight per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3) Unsatisfactory (2)
(4)
Basic 2. Used a range of June 2018 7.50% Quality Showed Showed Showed Showed
Education teaching strategies to March knowledge of knowledge of knowledge of knowledge of
Services that enhance learner 2019 content and its content and its content and its content and its
achievement in integration within integration within integration within integration within
literacy and and across and across and across and
numeracy skills. subject areas as subject areas as subject areas as across subject
shown shown shown in MOV 1 areas as shown
inMOV1witha inMOV1witha with a rating of 5 in MOV 1 with a
rating of 7 rating of 6 rating of 4
Efficiency Facilitated using Facilitated using Facilitated using Facilitated using

different teaching different teaching different teaching different teaching
strategies that strategies that strategies that strategies that
promote reading, promote reading, promote reading, promote
writing and/or writing and/or writing and/or reading, writing
numeracy skills numeracy skills numeracy skills and/or numeracy
as shown in MOV as shown in MOV as shown in MOV skills as shown in
1 with a rating of 1 with a rating of 1 with a rating of MOV 1 with a
7 6 5 rating of 4
Timeliness
Weight per
(4)
Basic 3. Applied a range of June 2018 7.50% Quality Used different Used different Used different Used different
Education teaching strategies to March teaching teaching teaching teaching
Services to develop critical 2019 strategies that strategies that strategies that strategies that
and creative develop critical develop critical develop critical develop critical
thinking, as well as and creative and creative and creative and creative
other higher- order thinking and/or thinking and/or thinking and/or thinking and/or
thinking skills. other HOTS as other HOTS as other HOTS as other HOTS as
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV
with a rating of 7 with a rating of 6 with a rating of 5 1 with a rating
of 4
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1

least 4 lessons as lessons as lessons as lesson as
evidenced by evidenced by evidenced by evidenced by any
MOV 1 and MOV 1 and MOV 1 and 1of the given
supported by supported by supported by any MOV
any1ofthe other any1 of the other 1of the other
Timeliness
Weight per
(4)
Basic 2. Learning 4. Managed June 2018 7.50% Quality Used classroom Used classroom Used classroom Used classroom
Education Environment classroom to March management management management management
Services and Diversity structure to 2019 strategies that strategies that strategies that strategies that
of Learners engage learners, engage engage engage engage
individually or in learners in learners in learners in learners in
groups, in activities/tasks activities/tasks activities/tasks activities/tasks
meaningful as shown in as shown in as shown in as shown in
exploration, MOV 1 with a MOV1witha MOV 1 with a MOV 1with a
discovery and rating of 7 rating of 6 rating of 5 rating of 4
hands-on activities
within a range of
physical learning Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1
environments. least 4 lessons lessons lessons as lesson
supported by supported by evidenced by supported by
MOV 1 and any MOV 1 and any MOV 1 and any of the
1 of the other 1 of the other supported by acceptable
acceptable acceptable any 1of the MOV
MOV MOV other given
MOV
Timeliness
Weight per
(4)
Basic 5. Managed June 2018 7.50% Quality Applied teacher Used classroom Applied teacher Applied teacher
Education learner behavior to March management management management management
Services constructively by 2019 strategies of strategies that strategies of strategies of
applying positive learner engage learner learner
and non-violent behavior that learners in behavior that behavior that
discipline to promote activities/tasks promote promote
ensure learning- positive and as shown in positive and positive and
focused non-violent MOV1witha non-violent non-violent
environments. discipline as rating of 6 discipline as discipline as
shown in MOV shown in MOV shown in MOV
submitted with submitted with submitted with
a rating of 7 a rating of 5 a
rating of 4
Efficiency Submitted at Submitted at Submitted at Submitted any
least 4 of the least 4 of the least 4 of the 1
given strategies given strategies given strategies of the given
as observed in as observed in as observed in strategies as
at least 4 3 lessons 2 lessons observed in
lessons only 1 lesson
Timeliness
Weight per
(4)
Basic 6. Used June 2018 7.50% Quality Applied Applied Applied Applied
Education differentiated, to March differentiated differentiated differentiated differentiated
Services developmentally 2019 teaching teaching teaching teaching
appropriate strategies to strategies to strategies to strategies to
learning address learner address learner address learner address learner
experiences to diversity as diversity as diversity as diversity as
address learners’ shown in MOV shown in MOV shown in MOV shown in MOV
gender, needs, 1 with a rating 1 with a rating 1 with a rating 1 with a rating
strengths, of 7 of 6 of 5 of 4
interests and
experiences.
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any
least 4 differentiated differentiated 1 at least 4
differentiated teaching teaching lessons as
teaching strategies in at strategies in 2 observed in 3
strategies in at least 2 lessons lessons as lessons as
least 2 lessons as evidenced evidenced by observed in 2
as evidenced by MOV 1 and MOV 1 and lessons
by MOV 1 and supported by supported by observed in
supported by any1ofthe other any1ofthe other only 1 lesson
any 1 of the acceptable acceptable differentiated
other MOV MOV teaching
acceptable strategy in only
MOV 1 lesson as
evidently shown
in any 1 of the
acceptable
MOV
Timeliness
Weight per
(4)
Basic 3. Curriculum 7. Planned, June 2018 7.50% Quality Planned and Planned and Planned and Planned and
Education and Planning managed and to March implemented implemented implemented implemented
Services implemented 2019 developmentall developmentall developmentall developmentall
developmentally y sequenced y sequenced y sequenced y sequenced
sequenced teaching and teaching and teaching and teaching and
teaching and learning learning learning learning
learning processes process as process as process as process as
to meet curriculum shown in MOV shown in MOV shown in MOV shown in MOV
requirements and 1 with a rating 1 with a rating 1 with a rating 1 with a rating
varied teaching of 7 of 6 of 5 of 4
contexts.

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

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

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

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

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

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

RANGE ADJECTIVAL RATING
4.500 -5.000 Outstanding
3.500- 4.499 Very Satisfactory
2.500 - 3.499 Satisfactory
1.500 - 2.499 Unsatisfactory
Below 1.499 Poor
Rater Ratee
VIEW FORM (IPCRF)
Name of Rater:
Position: PRINCIPAL I
Date of Review:
TO BE FILLED OUT DURING EVALUATION
Rating
Actual Results Score
Poor
Q E T Ave
(1)
No acceptable
evidence was
4 5 4.5 0.3375
shown
No
acceptable
evidence was
shown
5
Rating
Poor Actual Results Score
Q E T Ave
(1)
No acceptable
evidence was
4 4 4 0.3
shown
No acceptable
evidence was
shown
Rating

Q E T Ave
(1)
No acceptable
evidence was
4 3 3.5 0.2625
shown
No acceptable
evidence was
shown
Rating
Q E T Ave
(1)
No acceptable 4 4 4 0.3
evidence was
shown
No acceptable
evidence was
shown
Rating
Q E T Ave
(1)
evidence was
shown
No acceptable
evidence was
shown
4
Rating
Q E T Ave
(1)
evidence was
shown
No acceptable
evidence was
shown
Rating
Q E T Ave
(1)
evidence was
shown
No acceptable
evidence was
shown
4
Rating
Q E T Ave
(1)
evidence was
shown
No acceptable
evidence was
shown
Rating
Q E T Ave
(1)
evidence was
shown
No acceptable
evidence was
shown
5
Rating
Q E T Ave
(1)
No acceptable 4 3 3.5 0.2625
evidence was
shown
No acceptable
evidence was
shown
Rating
Q E T Ave
(1)
No acceptable 4 4 4 4 0.3
evidence was
shown
No acceptable
evidence was
shown 4
No acceptable
evidence was
shown 4
Rating
Q E T Ave
(1)
No acceptable 4 4 4 4 0.3
evidence was
shown
No acceptable
evidence was
shown 4
Rating
Q E T Ave
(1)
evidence was
shown
5
No acceptable
evidence was
shown 5
RATING FOR OVERALL ACCOMPLISHMENTS 4.0625

ADJECTIVAL RATING Very Satisfactory
Approving Authority
Region V
Your School Here
District
ANNOTATION TEMPLATE
OBJECTIVES Means of Verification Description of the MOV Presente
1. Classroom observation tool (COT)
rating sheet and/or inter-observer
agreement form about knowledge of
content within and across curriculum
teaching areas
2. Lesson plans/modified DLLs developed

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

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

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

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

annotations)

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

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

annotations)

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

sheet and/or inter-observer agreement
form about teacher management of
learner behavior using the following
strategies:
1. Providing motivation d
provide annotations)
5. Managed learner
behavior constructively by
applying positive and non-
violent discipline to ensure
2. Praising the learners/Giving
5. Managed learner positive feedback
behavior constructively by
applying positive and non- 3. Setting house rules/guidelines
violent discipline to ensure
learning- focused 4. Ensuring learners’ active
environments. participation
5. Allowing learners to express
their ideas/opinions
6. Giving equal opportunities to
learners
7. Encouraging learners to ask
questions
8. Others (Please specify and

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

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

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

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

annotations)

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

annotations)

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

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

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

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

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

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

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

pines Appendix M
tion
on
Here
EMPLATE
n of the MOV Presented Annotations
Region V
Your School Here
Your District Here
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

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

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

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

Weight per
(4) (1)
Basic
Education
3. Developed and
applied effective
June 2018
to March
7.50% Quality Demonstrated
effective teaching
Demonstrated
effective teaching
Demonstrated
effective teaching
Demonstrated No acceptable
effective teaching evidence was
4 4 4 0.3
Services teaching strategies 2019 strategies to strategies to strategies to strategies to shown
to promote critical promote critical promote critical promote critical promote critical
and creative and creative and creative and creative and creative
thinking, as well as thinking as well thinking as well thinking as well thinking as well
other higher- order as other HOTS as other HOTS as other HOTS as other HOTS
thinking skills. as shown in MOV as shown in MOV as shown in MOV as shown in MOV
1 with a rating of 1 with a rating of 1 with a rating of 1 with a rating of
8 7 6 5
Efficiency Submitted 4 or Submitted 3 Submitted 2 Submitted 1 or No acceptable

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

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

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

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

least 2 different least 3 of the least 2 of the 1 of the MOV evidence was
types of MOV same kind of same kind of shown
MOV MO
Timeliness

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

the acceptable 3 MOV 2 MOV 1 MOV evidence was
MOV shown
Timeliness
Weight per
(4) (1)
Basic 5. Plus Factor 13. Performed June 2018 10.00% Quality Consistently Frequently Occasionally Rarely No acceptable 5 5 5 0.5
Education various to March performed performed performed performed evidence was
Services related 2019 special tasks special tasks special tasks special tasks shown
works/activities and/or and/or and/or and/or
that contribute to assignments assignments assignments assignments
the as shown in as shown in as shown in as shown in
teaching-learning the MOV the MOV the MOV the MOV
process. submitted submitted submitted submitted
Efficiency Submitted at Submitted only Submitted only Submitted any No acceptable

least 4 3 different kinds 2 different kinds 1 of the evidence was
different kinds of acceptable of acceptable acceptable shown
of acceptable MOV MOV MOV
MOV
Timeliness
RATING FOR OVERALL ACCOMPLISHMENTS 3.8
ADJECTIVAL RATING VERY SATISFACTORY
ADJECTIVAL RATING EQUIVALENCES
RANGE ADJECTIVAL RATING
4.500 -5.000 Outstanding
3.500- 4.499 Very Satisfactory
2.500 - 3.499 Satisfactory
1.500 - 2.499 Unsatisfactory
Below 1.499 Poor
Rater Ratee Approving Authority
Region V
Your School Here
District
ANNOTATION TEMPLATE
OBJECTIVES Means of Verification Description of the MOV Presente
1. Classroom observation tool (COT) rating

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

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

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

mastery of lessons learned

annotations)
1. Copy of the research proposal focused

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

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

annotations)

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

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

in demonstration teaching
5. Results of assessment used in the

demonstration teaching

annotations)

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

annotations)
Classroom observation tool (COT) rating

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

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

learners
7. Encouraging learners to ask

questions
8. Others (Please specify and

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

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

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

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

in demonstration teaching

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

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

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

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

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

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

teacher conferences and corresponding
3. Anecdotal record communicated to and

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

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

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

annotations)
1. Served as reliever of classes in the

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

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

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

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

competitions
14. Mentoring pre-service/in-service

teachers

annotations)
ppines Appendix M
cation
gon
Here
EMPLATE
on of the MOV Presented Annotations
Region V
Your School Here
District
PART IV: DEVELOPMENT PLANS OF THE IPCRF (IPC

Action Plan (Recommended Developm
Strengths Development Needs
Intervention)
A. Teaching Competencies (PPST)
B. Core Behavioral Competencies (DepEd)
Feedback:
RATEE
ublic of the Philippines
partment of Education
Region V
ur School Here
District
NT PLANS OF THE IPCRF (IPCRF-DP)

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

Region V
Your School Here
District
PERFORMANCE MONITORING AND COACHING F

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT
RATEE RATER
lippines
ucation
ogon
l Here
AND COACHING FORM

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

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INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1

Efficiency Facilitated using Facilitated using Facilitated using Facilitated using

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1

Efficiency Participated in Participated in Participated in Participated in

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1

Efficiency Submitted a Submitted a Submitted a Submitted 1

Efficiency Submitted a Submitted a Submitted a Submitted any

ADJECTIVAL RATING EQUIVALENCES

TO BE FILLED OUT DURING EVALUATION

Poor Actual Results Score

RATING FOR OVERALL ACCOMPLISHMENTS 4.0625

2. Lesson plans/modified DLLs developed

4. Performance tasks/test material(s)

5. Others (Please specify and provide

2. Lesson plans/modified DLLs used in

6. Others (Please specify and provide

1. Classroom observation tool (COT)

2. Lesson plans/modified DLLs used in

6. Others (Please specify and provide

1. Classroom observation tool (COT)

Classroom observation tool (COT) rating

1. Classroom observation tool (COT)

2. Lesson plans/modified DLLs developed

4. Others (Please specify and provide anno

1. Classroom observation tool (COT)

1. Personal notes of teachers on

3. Others (Please specify and provide

1. Classroom observation tool (COT)

3. Others (Please specify and provide

1. Classroom observation tool (COT)

10. Designed, selected,

6. Others (Please specify and provide

1. Compilation of a learner’s written work

1. At least 3 samples of corrected test

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

8. Coaching and mentoring learners in

10. Others (Please specify and provide ann

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Performance Indicators Rating

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No

Performance Indicators Rating

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

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

Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable

Efficiency Submitted at Submitted at Submitted at Submitted any No acceptable

Performance Indicators Rating

Efficiency Submitted 4 of Submitted any Submitted any Submitted any No acceptable

Efficiency Submitted at Submitted only Submitted only Submitted any No acceptable

1. Classroom observation tool (COT) rating

2. Lesson plans/modified DLLs used in

3. Instructional materials developed

5. Results of assessment used in

6. Others (Please specify and provide

1. Copy of the research proposal focused

2. Proof of participation and/or

5. Proof of utilization of research findings

6. Others (Please specify and provide

1. Classroom observation tool (COT) rating