AppendixE.1 MRF T1-3

MID-YEAR REVIEW FORM (MRF) for Te
Name of Employee: Position:

Bureau/Center/Service/Division: Rating Period:
Weight per
KRA
MFOs KRAs Objectives Timeline
Basic 1. Content 1. Applied knowledge of 22.5%
Education Knowledge and content within and
Services Pedagogy across curriculum
teaching areas.
Weight per
KRA
Basic 2. Used a range of
Education teaching strategies that
Services enhance learner
achievement in literacy
and numeracy skills.
Basic 3. Applied a range of
Education teaching strategies to
Services develop critical and
creative thinking, as
well as other higher-
order thinking skills.
Weight per
KRA
Basic 2. Learning 4. Managed classroom 22.5%

Education Environment and structure to engage
Services Diversity of learners, individually or
Learners in groups, in meaningful
exploration, discovery
and hands-on activities
within a range of
physical learning
environments.
Basic 5. Managed learner

Education behavior constructively
Services by applying positive and
non-violent discipline to
ensure learning-
Weight per
KRA
focused environments.
Basic 6. Used differentiated,

Education developmentally
Services appropriate learning
experiences to address
learners’ gender,
needs, strengths,
interests and
experiences.
Weight per
KRA
Basic 3. Curriculum 7. Planned, managed 22.5%
Education and Planning and implemented
Services developmentally
sequenced teaching
and learning processes
to meet curriculum
requirements and
varied teaching
contexts.
requirements and
varied teaching
contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback
Weight per
KRA
to enrich teaching
practice.
Basic 9. Selected, developed,

Education organized and used
Services appropriate teaching
and learning resources,
including ICT, to
address learning goals.
Weight per
KRA
Basic 4. 10. Designed, selected, 22.5%
Education Assessment and organized and used
Services Reporting diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight per
KRA
Basic 11. Monitored and
Education evaluated learner
Services progress and
achievement using
learner attainment data.
Basic 12.
Education Communicated
Services promptly and clearly the
learners’ needs,
progress and
achievement to key
stakeholders, including
parents/guardians
.
Weight per
KRA
Basic 5. Plus Factor 13. Performed various 10%

Education related works/activities
Services that contribute to the
teaching- learning
process.
Rater Ratee Approving Authority

EAR REVIEW FORM (MRF) for Teacher I-III
Name of Rater: Position:
Date of Review:
Mid-year Review Rating

Performance Ratee (Teacher) Rater (Principal)
Means of Verification Target Rating Remarks Rating
1. Classroom observation tool (COT) Quality
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 Efficiency
4. Performance tasks/test material(s)
highlighting integration of content
knowledge within and across subject
areas
5. Others (Please specify and provide
annotations)
Timeliness
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 tasks/test material(s) Efficiency
used in teaching
5. Results of assessment used in
teaching
annotations)
Timeliness
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 highlighting different teaching
strategies that develop critical and
creative thinking and/or other HOTS

3. Instructional materials highlighting Efficiency
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
annotations)
Timeliness
agreement form about managing
classroom structure that engages
learners in various activities
highlighting various classroom
management strategies that engage Efficiency
learners in activities/tasks in different
physical learning environments
annotations)
Timeliness
Classroom observation tool (COT) rating Quality
sheet and/or inter- observer agreement
form about teacher management of
learner behavior using the following
strategies:
1. Providing motivation

2. Praising the learners/Giving positive Efficiency
feedback
3. Setting house rules/guidelines
4. Ensuring learners’ active participation
5. Allowing learners to express their
ideas/opinions
6. Giving equal opportunities to learners
7. Encouraging learners to ask
questions
annotations)
Timeliness

agreement form about using
differentiated, developmentally
appropriate learning experiences
developed highlighting differentiation in
content, product, process, learning
environment or others according to
learners’ gender, needs, strengths,
interests and experiences Efficiency
3. Instructional materials developed
highlighting differentiation in content,
product, process, learning environment
or others according to learners’ gender,
needs, strengths, interests and
experiences
annotations)
Timeliness
agreement form about using
developmentally sequenced teaching
and learning process
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
annotations)
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 Efficiency
curriculum requirements and varied
teaching contexts
annotations)
Timeliness
1. Personal notes of teachers on Quality
LACs/FGDs/meetings with proof of
attendance
2. Minutes of LAC/FGD sessions on use
of teacher

and learner feedback to enrich teaching Efficiency
practice with proof of attendance
annotations)
Timeliness
agreement form about using appropriate
teaching and learning resources,
including ICT Examples:
 Activity sheets/task sheets/work
sheets
 PowerPoint presentations
 Video clips Efficiency
 Module
 SIMs-Strategic Intervention Materials
 Others
2. Lesson plans/modified DLLs with
appropriate instructional materials
appended
annotations)
Timeliness

agreement form about using diagnostic,
formative and summative assessment
strategies
2. Prepared lesson plans/modified DLLs
highlighting appropriate use of formative
assessment strategies
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: (a)
with rubrics reviewed by superior; (b) with
sample accomplished rubrics
annotations)
Efficiency
Timeliness
1. Compilation of a learner’s written Quality
work with summary of results and with
signature of parents
2. Formative/summative assessment
tools with TOS and frequency of errors
with identified least mastered skills
3. Class records/grading sheets Efficiency
4. Lesson plans/modified DLLs showing
index of mastery
annotations)
Timeliness
1. At least 3 samples of corrected test Quality
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
proof of parent’s/guardian’s attendance
3. Report cards with parent’s or
guardian’s signature in all quarters Efficiency
supported by minutes of meeting
4. Communication with
parents/guardians using various
modalities
5. Anecdotal record showing entries per
quarter
6. Other documents showing learner
needs, progress and achievement
submitted to
Timeliness

other stakeholders
1. Certificate of Recognition or Quality

Participation
2. Certificate of Training
3. Certificate of Speakership
4. Committee involvement
5. Advisorship of Co-curricular activities
6. Book or Journal Authorship/Co-
authorship/Contributorship Efficiency
7. Coordinatorship/Chairperson ship
8. Coaching and mentoring learners in
competitions
9. Mentoring pre-service/in- service
teachers
annotations)
Timeliness
Approving Authority
Mid-year Review Results
Rater (Principal)
Remarks

Rater (Principal)
Remarks
Rater (Principal)
Remarks

Rater (Principal)
Remarks
Rater (Principal)
Remarks
Rater (Principal)
Remarks

Rater (Principal)
Remarks
Rater (Principal)
Remarks
Rater (Principal)
Remarks

AppendixE.1 MRF T1-3

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AppendixE.1 MRF T1-3

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MID-YEAR REVIEW FORM (MRF) for Te

Name of Employee: Position:

Basic 2. Learning 4. Managed classroom 22.5%

Basic 5. Managed learner

Basic 6. Used differentiated,

Basic 9. Selected, developed,

Basic 5. Plus Factor 13. Performed various 10%

Rater Ratee Approving Authority

Mid-year Review Rating

Mid-year Review Rating

Mid-year Review Rating

1. Classroom observation tool (COT) Quality

Mid-year Review Rating

Mid-year Review Rating

Mid-year Review Rating

1. Certificate of Recognition or Quality

Mid-year Review Results

Mid-year Review Results

Mid-year Review Results

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