INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: MELISA O. REQUIOMA Name of Rater: MILAGROS O. CAPELLAN

Position: Teacher III Position: Master Teacher I
Bureau/Center/Service/Division: DEPED/Paraiso Elementary School Date of Review:
Rating Period: S.Y. 2022 - 2023

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

Performance Indicators
Actual Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Ave Score
QET Results
(5) Satisfactory (4) (3) (2) (1) Q E T
1. Applied knowledge
of content within and
across curriculum
teaching areas. (PPST Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level
Demonstrated Level 3
1.1.2) 7 in Objective 1 as 6 in Objective 1 as 5 in Objective 1 as 4 in Objective 1 as
in Objective 1 as
shown in COT shown in COT shown in COT shown in COT
Quality shown in COT rating
rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter-
sheets/inter-observer
observer agreement observer agreement observer agreement observer agreement
agreement forms
forms forms forms forms

Objective was met

Efficiency

Objective was met

but instruction No acceptable
within the allotted
exceeded the evidence was shown
time
alloted time
1. Content
Basic Education
Knowledge and 2. Used a range of Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level 3
Services
Pedagogy teaching strategies that 7 in Objective 2 as 6 in Objective 2 as 5 in Objective 2 as 4 in Objective 2 as in Objective 2 as
enhance learner shown in COT shown in COT shown in COT shown in COT shown in COT rating
achievement in literacy rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- sheets/inter-observer
and numeracy skills. observer agreement observer agreement observer agreement observer agreement agreement forms or
(PPST 1.4.2) forms. forms. forms. forms. No acceptable
Quality evidence was
shown
 Objective was met

Efficiency
Objective was met
but instruction No acceptable
within the allotted
exceeded the evidence was shown
time
alloted time

3.Applied a range of Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

teaching Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
strategies to develop Objective 3 as Objective 3 as Objective 3 as Objective 3 as Objective 3 as
critical and creative shown in COT shown in COT shown in COT shown in COT shown in COT
thinking,as well as rating sheets/ rating sheets/ rating sheets/ rating sheets/ rating sheets/
other higher-order inter-observer inter-observer inter-observer inter-observer inter-observer
thinking skills. agreement forms agreement forms agreement forms agreement forms agreement forms
(PPST 1.5.2) Quality or
No acceptable
1. Content evidence was
Knowledge and shown
Pedagogy

Objective was met

Efficiency
Objective was met
but instruction No acceptable
within the allotted
exceeded the evidence was shown
time
alloted time

Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
4.Managed classroom Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
structure to engage Level 7 in Objective Level 6 in Level 5 in Level 4 in Level 3 in
learners, 4 as shown in COT Objective 4 as Objective 4 as Objective 4 as Objective 4 as
individually or in rating sheets/inter- shown in COT shown in COT shown in COT shown in COT
groups, in meaningful observer rating sheets/ rating sheets/ rating sheets/ rating sheets/
exploration, agreement forms inter-observer inter-observer inter-observer inter-observer
discovery and agreement forms agreement forms agreement forms agreement forms
hands-on or
activities within No acceptable
a range of physical Quality evidence was
learning environments. shown
2. Learning (PPST 2.3.2)
Basic Education Envirinment
Services and Diversity of
Learners
 Services and Diversity of
Learners

Objective was met

Efficiency
Objective was met
but instruction No acceptable
within the allotted
exceeded the evidence was shown
time
alloted time

5.Managed Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level 3
learner behavior 7 in Objective 5 as 6 in Objective 5 as 5 in Objective 5 as 4 in Objective 5 as in Objective 5 as
constructively shown in COT shown in COT shown in COT shown in COT shown in COT rating
by applying positive rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- sheets/inter-observer
and non-violent observer agreement observer agreement observer agreement observer agreement agreement forms or
Quality
discipline to ensure forms forms forms forms No acceptable
learning- focused evidence was
environments. shown
(PPST 2.6.2)

Objective was met

Efficiency
Objective was met
but instruction No acceptable
within the allotted
exceeded the evidence was shown
time
alloted time
2. Learning
Basic Education Envirinment Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Services and Diversity of Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
Learners Objective 6 as Objective 6 as Objective 6 as Objective 6 as Objective 6 as
6.Used shown in COT shown in COT shown in COT shown in COT shown in COT
differentiated, rating sheets/ rating sheets/ rating sheets/ rating sheets/ rating sheets/
developmentally Quality inter-observer inter-observer inter-observer inter-observer inter-observer
appropriate agreement forms agreement forms agreement forms agreement forms agreement forms or
learning No evidence was
experiences to shown
address
learners' gender,
needs,
strengths, Objective was met Objective was met No acceptable
interests and within the allotted but instruction evidence was shown
time exceeded the
Efficiency

experiences.
(PPST 3.1.2) alloted time

Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
7.Planned, Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated
managed and 7 in Objective 7 as 6 in Objective 7 as 5 in Objective 7 as 4 in Objective 7 as Level 3 in
implemented shown in COT shown in COT shown in COT shown in COT Objective 7 as
developmentally rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- shown in COT
sequenced observer agreement observer agreement observer agreement observer agreement rating sheets/
Basic Education 3. Curriculum teaching and forms forms forms forms inter-observer
Quality
Services and Planning learning agreement forms or
processes to No acceptable
 7.Planned, Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated
managed and 7 in Objective 7 as 6 in Objective 7 as 5 in Objective 7 as 4 in Objective 7 as Level 3 in
implemented shown in COT shown in COT shown in COT shown in COT Objective 7 as
developmentally rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- shown in COT
sequenced observer agreement observer agreement observer agreement observer agreement rating sheets/
Basic Education 3. Curriculum teaching and forms forms forms forms inter-observer
Quality
Services and Planning learning agreement forms or
processes to No acceptable
meet curriculum evidence was
requirements shown
and varied
teaching Objective was met Objective was met No acceptable
contexts. within the allotted but instruction evidence was shown

Efficiency
(PPST 4.1.2) time exceeded the
alloted time

Planned for Reflected on Shared practices, Attended LAC

enriched teaching practices during teacher and sessions/ FGDs/
practice based on LAC sessions/ learner feedback meetings/ other
LAC sessions/ FGDs / meetings/ during LAC collegial
FGDs/ meetings/ other collegial sessions/ FGDs/ discussions that
other collegial discussions to meetings/ other discuss
discussions plan,facilitate, and collegial teacher/ learner
attended,as enrich teaching discussions to feedback to enrich
shown in MOV 3 practice,as plan, facilitate, and instruction, as
shown in MOV 3 enrich teaching shown in MOV 1 No acceptable
Quality
practice,as evidence was shown
shown in MOV 2
8.Participated
in collegial
discussions
that use
teacher and
learner
feedback to
enrich teaching
practice. Participated in Participated in Participated in Participated in a
Basic Education 3. Curriculum (PPST 4.4.2) collegial collegial collegial collegial
Services and Planning discussions that discussions that discussions that discussion that
discuss teacher discuss teacher discuss teacher discusses teacher
and learner and learner and learner and learner
Timeliness

feedback across feedback across feedback across feedback in only No acceptable

4 quarters 3 quarters 2 quarters 1 quarter evidence was
shown
 9.Selected, Demonstrated Demonstrated Demonstrated Demonstrated
developed, Level 7 in Level 6 in Level 5 in Level 4 in Demonstrated
organized and Objective 9 as Objective 9 as Objective 9 as Objective 9 as Level 3 in
used appropriate shown in COT shown in COT shown in COT shown in COT Objective 9 as
teaching and ratingsheets/ rating sheets/ rating sheets/ rating sheets/ shown in COT
learning Quality inter-observer inter-observer inter-observer inter-observer rating sheets/
resources, agreement forms agreement forms agreement forms agreement forms inter-observer
including ICT,to agreement forms
address learning

goals. or
(PPST 4.5.2) No acceptable
evidence was
shown

Objective was

Efficiency
Objective was met but
No acceptable
met within the instruction
evidence was shown
allotted time exceeded the
allotted time

Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
Basic Education Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Services Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
Objective 10 as Objective 10 as Objective 10 as Objective 10 as Objective 10 as
10.Designed, shown in COT shown in COT shown in COT shown in COT shown in COT
selected, rating sheets/ rating sheets/ rating sheets/ rating sheets/ ratingsheets/
organized and inter-observer inter-observer inter-observer inter-observer inter-observer
used diagnostic, Quality agreement forms agreement forms agreement forms agreement forms agreement forms
formative and or
summative No acceptable
assessment evidence was
strategies shown
consistent with
curriculum
Objective was Objective was No acceptable
requirements.
met within the met but evidence was shown
Efficiency

(PPST 5.1.2)
allotted time instruction
exceeded the
4. Assessment allotted time
and Reporting Involved learner/s Monitored and Monitored and Monitored and No acceptable
in monitoring and evaluated learner evaluated leamer evaluated learner evidence was shown
evaluation of their progress and progress and progress and
own progress and achievement achievement achievement
11.Monitored achievement based on based on the based on an
and evaluated attainment data class attainment existing grade
learner from an data level/ department
progress and individual learner /learning area
achievement Quality report
using learner
attainment
 and Reporting Involved learner/s Monitored and Monitored and Monitored and No acceptable
in monitoring and evaluated learner evaluated leamer evaluated learner evidence was shown
evaluation of their progress and progress and progress and
own progress and achievement achievement achievement
11.Monitored achievement based on based on the based on an
and evaluated attainment data class attainment existing grade
learner from an data level/ department
progress and individual learner /learning area
achievement Quality report
using learner
attainment
data.
(PPST 5.2.2)

Submitted the Submitted the Submitted the Submitted the No acceptable

IPCRF-DP with any IPCRF-DP with any IPCRF-DP with any IPCRF-DP with any evidence was shown

Efficiency
4 of the acceptable 3 of the acceptable 2 of the acceptable 1 of the acceptable
Supporting MOV* Supporting MOV* Supporting MOV* Supporting MOV

Sustained Communicated Communicated Communicated No acceptable evidence

engagement promptly and promptly and learners' needs, was shown
through regular clearly using clearly using progress and
communication of various tools only one (1) achievement to
learners' needs, and strategies strategy learners' key stakeholders,
progress and learners' needs, needs,progress including
achievement to progress and and achievement parents/guardians
key stakeholders, achievement to to key ,but not
Quality including key stakeholders, stakeholders, regularly as
12.Communicated parents/guardians including including shown in the MOV
Basic Education 4. Assessment promptly and
Services and Reporting ,as shown in the parents/guardians parents/guardians submitted
clearly the learners' MOV submitted ,as shown in the ,as shown in the
needs,progress MOV submitted MOV submitted
and achievement to
key stakeholders,
including
parents/guardians.
(PPST 5.4.2) Showed prompt Showed prompt Showed prompt Showed prompt No acceptable evidence
communication of communication of communication of communication of was shown
learners'needs, learners'needs, learners' needs, learners' needs,
progress and progress and progress and progress and
Timeliness achievement achievement achievement achievement in
across 4 across 3 across 2 only 1 quarter
quarters quarters quarters

Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
Submitted MOV Submitted MOV Submitted MOV Submitted MOV No acceptable evidence
that details the that reflects that shows the that indicates a was shown
consistent involvement of application of a personal
involvementof learners in the personal philosophy of
learners in the teaching-learning philosophy of teaching that is
teaching-learning process resulting teaching that is not learner-
13.Applied a process resulting from the learner-centered centered
5: Personal personal from the application of a
Basic Education Growth and philosophy of application of a personal
 Submitted MOV Submitted MOV Submitted MOV Submitted MOV No acceptable evidence
that details the that reflects that shows the that indicates a was shown
consistent involvement of application of a personal
involvementof learners in the personal philosophy of
learners in the teaching-learning philosophy of teaching that is
teaching-learning process resulting teaching that is not learner-
13.Applied a process resulting from the learner-centered centered
5: Personal personal from the application of a
Basic Education Growth and philosophy of application of a personal
Quality personal philosophy of
Services Professional teaching that is
Development learner-centered. philosophy of teaching that is
(PPST 7.1.2) teaching that is learner-centered
leamer-centered

Applied a Applied a Applied a Applied a No acceptable evidence

personal personal personal personal was shown
philosophy of philosophy of philosophy of philosophy of
teaching that is teaching that is teaching that is teaching that is
Timeliness learner-centered learner-centered learner-centered learner-centered
across 4 quarters across 3 quarters across 2 quarters in only 1 quarter

Updated Discussed Set Accomplished No acceptable evidence

professional progress on professional the e-SAT at the was shown
development professional development beginning of the
goals during development goals based on school year as
Phase II of the goals with the e-SAT results as evidenced by
Quality RPMS Cycle as rater during the evidenced by MOV 1
evidenced by mid-year review MOV 2
MOV 4 as evidenced by
Basic Education 14.Set MOV 3
Services professional
development
5: Personal
goals based on Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable evidence
Growth and
the Philippine acceptable MOVs acceptable MOVs acceptable acceptable MOV was shown
Professional Efficiency
Professional MOVs
Development
Standards for
Teachers. All four(4) Three(3) of the Two(2) of the Only one (1) of No acceptable evidence
(PPST 7.5.2) submitted MOVs submitted MOVs submitted MOVs the submitted was shown
were were were MOVs was
accomplished accomplished accomplished accomplished
Timeliness within the within the within the within the
prescribed prescribed prescribed prescribed
RPMS Phase RPMS Phase RPMS Phase RPMS Phase

Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
 Performed at least Performed at least Performed at least Performed at least No acceptable evidence
one(1)related work one(1)related work one(1)related work one(1)related work was shown
/activity that /activity that /activity that /activity that
contributed to the contributed to the contributed to the contributed to the
teaching-learning teaching-learning teaching-learning teaching-learning
15.Performed process beyond the process within the process within the process within the
various related school/ school/ learning class as evidenced
works/ Community Community area/department as by the submitted
Basic Education activities that Learning Center Learning Center evidenced by the MOV.
Plus Factor Quality (CLC) as evidenced (CLC) as evidenced submitted MOV.
Services contribute to
the teaching- by the submitted by the submitted
learning MOV. MOV.
process.

Submitted MOV that Submitted MOV that Submitted MOV that Submitted MOV that No acceptable evidence
details the details the shows reasonable shows was shown
achieved positive perceived positive interlap with the considerable
contribution to the contribution to the actual teaching- overlap with,hence
teaching-learning teaching-learning learning process, significantly
process,as process,as as evidenced by the affecting the
evidenced by the evidenced by the annotation provided. performance of the

Efficiency
annotation provided. annotation provided. actual teaching-
learning process.
15.Performed
various related
works/
Basic Education activities that
Plus Factor
Services contribute to
the teaching-
learning Submitted MOVs Submitted MOVs Submitted MOVs Submitted MOV/s No acceptable evidence
process. were distributed were distributed were distributed was/were was shown
across 4 quarters across 3 quarters across 2 quarters completed in only
1 quarter
Timeliness

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 MELISA O. REQUIOMA MILAGROS O. CAPELLAN SHEILA D. VALENCIA
below 1.499 Poor Ratee Rater Approving Authority
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Master Teacher I-IV
Name of Employee: Name of Rater: SHEILA D. VALENCIA
Position: Master Teacher I Position: HEAD TEACHER III
Bureau/Center/Service/Division: DEPED/Paraiso Elementary School Date of Review:
Rating Period:

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

Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
1. Modeled effective Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
applications of content Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in Objective 1
knowledge within and across Objective 1 as Objective 1 as Objective 1 as Objective 1 as as shown in COT
rating sheets/
curriculum teaching areas. shown in COT shown in COT shown in COT shown in COT
inter-observer
(PPST 1.1.3) rating sheets/ rating sheets/ rating sheets/ rating sheets/ agreement forms or
inter-observer inter-observer inter-observer inter-observer No acceptable
agreement forms agreement forms agreement forms agreement forms evidence was shown

Efficiency Objective was met Objective was met No acceptable

within the but instruction evidence was
allotted time exceeded the shown
allotted time
2.Evaluated with Quality Guided Synthesized Evaluated with Attended No acceptable
colleagues the colleagues in the discussions with colleagues the coaching and evidence was
effectiveness of teaching planning for the colleagues on the effectiveness of mentoring shown
1. Content strategies evaluation of the evaluation of teaching sessions/
Basic Education
Knowledge and that promote learner effectiveness of effectiveness of strategies that meetings/LAC
Services
Pedagogy achievement in literacy and teaching teaching promote learner sessions/FGDs/
numeracy. strategies that strategies that achievement in other collegial
(PPST 1.4.3) promote learner promote learner literacy and discussions that
achievement in achievement in numeracy during evaluate
literacy and literacy and meetings/LAC effectiveness of
numeracy during numeracy during sessions/FGDs/ teaching
meetings/LAC meetings/LAC other collegial strategies that
sessions/FGDs/ sessions/FGDs/ discussions, as promote learner
other collegial other collegial shown in MOV 2 achievement in
discussions,as discussions,as literacy and
shown in MOV 4 shown in MOV 3 numeracy,as
shown in MOV 1
 Efficiency Objective was met Objective was met No acceptable
within the but instruction evidence was
allotted time exceeded the shown
allotted time

Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
1. Content 3. Developed and applied Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated Level
Knowledge and effective teaching strategies Level 8 in Level 7 in Level 6 in Level 5 in 4 in Objective 3 as
Pedagogy to promote critical and Objective 3 as Objective 3 as Objective 3 as Objective 3 as shown in COT
creative thinking, as well as shown in COT shown in COT shown in COT shown in COT rating sheets/ inter-
other higher-order thinking rating sheets/ rating sheets/ rating sheets/ rating sheets/ observer agreement
skills. (PPST 1.5.3) inter-observer inter-observer inter-observer inter-observer forms or
agreement forms agreement forms agreement forms agreement forms No acceptable
evidence was
shown

Efficiency Objective was met Objective was met No acceptable

within the but instruction evidence was
allotted time exceeded the shown
allotted time
4.Worked with colleagues to Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
model and shared effective Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in
techniques in the Objective 4 as Objective 4 as Objective 4 as Objective 4 as Objective 4 as
management of classroom shown in COT shown in COT shown in COT shown in COT shown in COT
structure to engage learners, rating sheets/ rating sheets/ rating sheets/ rating sheets/ rating sheets/
individually or in groups,in inter-observer inter-observer inter-observer inter-observer inter-observer
meaningful exploration, agreement forms agreement forms agreement forms agreement forms agreement forms
discovery and hands-on or
activities within a range of No acceptable
Basic Education physical learning evidence was
Services environments.(PPST 2.3.3) shown

Efficiency Objective was met Objective was met No acceptable

within the allotted but instruction evidence was
time exceeded the shown
allotted time
2. Learning
Environment and
Diversity of 5.Exhibited effective and Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Learners constructive behavior Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in Objective
management skills by Objective 5 as Objective 5 as Objective 5 as Objective5as 5 as shown in COT
applying positive and non- shown in COT shown in COT shown in COT shown in COT rating sheets/
violent discipline to ensure rating sheets/ rating sheets/ rating sheets/ rating sheets/ inter-observer
learning-focused inter-observer inter-observer inter-observer inter-observer agreement forms
environments. agreement forms agreement forms agreement forms agreement forms or
(PPST 2.6.3) No acceptable
evidence was
shown
 violent discipline to ensure rating sheets/ rating sheets/ rating sheets/ rating sheets/ inter-observer
learning-focused inter-observer inter-observer inter-observer inter-observer agreement forms
environments. agreement forms agreement forms agreement forms agreement forms or
(PPST 2.6.3) No acceptable
evidence was
shown

Efficiency Objective was met Objective was met No acceptable

within the allotted but instruction evidence was
time exceeded the shown
allotted time

Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
6.Worked with Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
colleagues to Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in
share Objective 6 as Objective 6 as Objective 6 as Objective 6 as Objective 6 as
differentiated, shown in COT shown in COT shown in COT shown in COT shown in COT
developmentally rating sheets/ rating sheets/ rating sheets/ rating sheets/ rating sheets/
appropriate inter-observer inter-observer inter-observer inter-observer inter-observer
opportunities to agreement forms agreement forms agreement forms agreement forms agreement forms
address or
2. Learning learners' No acceptable
Basic Education Environment and differences in evidence was
Services Diversity of gender,needs, shown
Learners strengths,
interests and
experiences. Efficiency Objective was Objective was No acceptable
(PPST 3.1.3) met within the met but evidence was
allotted time instruction shown
exceeded the
allotted time

Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
7.Developed and applied Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
effective strategies in the Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in
planning and management Objective 7 as Objective 7 as Objective 7 as Objective 7 as Objective 7 as
of shown in COT shown in COT shown in COT shown in COT shown in COT
developmentally sequenced rating sheets/ rating sheets/ rating sheets/ rating sheets/ rating sheets/
teaching and learning inter-observer inter-observer inter-observer inter-observer inter-observer
process to meet curriculum agreement forms agreement forms agreement forms agreement forms agreement forms
requirements and varied or
teaching contexts. No acceptable
evidence was
shown

3. Curriculum and
Planning
 requirements and varied
teaching contexts.

3. Curriculum and
Planning Efficiency Objective was Objective was No acceptable
met within the met but evidence was
allotted time instruction shown
exceeded the
allotted time

Quality Guided colleagues Synthesized Reviewed with Planned for the No acceptable
in planning for discussions with colleagues conduct of evidence was
coaching and colleagues on the teacher and learner coaching and shown
mentoring sessions, review of teacher feedback through mentoring
meetings/LAC and learner coaching and sessions,
sessions/FGDs/ feedback,as mentoring meetings/LAC
other collegial evidenced by MOV sessions, sessions/FGDs/
discussions to plan 2 highlighting the meetings/LAC other collegial
8.Reviewed facilitate, and enrich agreements and sessions/FGDs/ discussions to
with their teaching recommendations other collegial review teacher and
colleagues, practice through the during coaching discussions,as learner feedback,
teacher and use of teacher and and mentoring evidenced by MOV as evidenced by
learner learner feedback, sessions, meetings/ 2 MOV1
feedback to as evidenced by LAC
plan,facilitate, MOV 2 or MOV3 sessions/ FGDs/
and enrich other collegial
teaching discussions
practice.
(PPST 4.4.3)
Timeliness Facilitated collegial Facilitated collegial Facilitated collegial Facilitated collegial No acceptable
discussions that discussions that discussions that discussion that evidence was
review teacher and review teacher and review teacher and review teacher and shown
learner feedback learner feedback learner feedback learner feedback
with colleagues with colleagues with colleagues with colleagues in
across 4 quarters across 3 quarters across 2 quarters only 1 quarter

9.Advised and Quality Guided colleagues in Synthesized Advised and Attended No acceptable
guided planning for the discussions guided coaching and evidence was
colleagues in the selection, with colleagues colleagues in the mentoring shown
organization,
selection, on the selection, selection, sessions/
development and use
organization, of appropriate organization, organization, meetings/LAC
development teaching and learning development and development and sessions/FGDs
and use of resources, use of use of /other collegial
appropriate including ICT, to appropriate appropriate discussions on
teaching and address specific teaching and teaching and the selection,
learning learning goals, learning learning organization,
resources, during coaching resources, resources, development and
including ICT,to and mentoring including ICT,to including ICT,to use of
sessions/ meetings/
address specific LAC sessions/ FGDs/
address specific address specific appropriate
learning goals. other collegial learning goals, learning goals teaching and
(PPST 4.5.3) discussions,as shown during coaching during coaching learning
in MOV 4 and mentoring and mentoring resources,
sessions/ sessions/ including ICT,to
meetings/LAC meetings/LAC address specific
 development teaching and learning development and development and sessions/FGDs
and use of resources, use of use of /other collegial
appropriate including ICT, to appropriate appropriate discussions on
teaching and address specific teaching and teaching and the selection,
learning learning goals, learning learning organization,
resources, during coaching resources, resources, development and
including ICT,to and mentoring including ICT,to including ICT,to use of
sessions/ meetings/
address specific LAC sessions/ FGDs/
address specific address specific appropriate
learning goals. other collegial learning goals, learning goals teaching and
(PPST 4.5.3) discussions,as shown during coaching during coaching learning
in MOV 4 and mentoring and mentoring resources,
sessions/ sessions/ including ICT,to
meetings/LAC meetings/LAC address specific
sessions/FGDs/ sessions/FGDs/ learning goals,as
other collegial other collegial shown in MOV 1
discussions,as discussions,as
shown in MOV 3 shown in MOV 2

Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
10.Worked Quality Guided Synthesized Conducted Planned for the No acceptable
collaboratively colleagues in discussions coaching and conduct of evidence was
with colleagues planning for the with colleagues mentoring coaching and shown
to review the review of the on the design, sessions/ mentoring
design, design,selection, selection, meetings/LAC sessions/
selection, organization and organization and sessions/FGDs/ meetings/LAC
organization and use of a range of use of a range of other collegial sessions/FGDs/
use of a range of effective effective discussions to other collegial
effective diagnostic, diagnostic, review the discussions to
diagnostic, formative and formative and design,selection, review the
formative and summative summative organization and design,selection,
summative assessment assessment use of a range of organization and
assessment strategies strategies effective use of a range of
strategies consistent with consistent with diagnostic, effective
consistent with curriculum curriculum formative and diagnostic,
curriculum requirements requirements, summative formative and
requirements. during coaching during coaching assessment summative
(PPST 5.1.3) and mentoring and mentoring strategies assessment
sessions/ sessions/ consistent with strategies
meetings/LAC meetings/LAC curriculum consistent with
sessions/FGDs/ sessions/FGDs/ requirements,as curriculum
other collegial other collegial evidenced by the requirements,as
discussions,as discussions,as MOV 4 or MOV 3 evidenced by the
evidenced by evidenced by MOV 1 or MOV 2
Basic Education 4. Assessment MOV 5 or MOV 4 MOV 4 or MOV 3
Services and Reporting

Timeliness Worked Worked Worked Worked No acceptable

collaboratively collaboratively collaboratively collaboratively evidence was
with colleagues with colleagues with colleagues with colleagues shown
across 4 across 3 across 2 in only 1 quarter
quarters quarters quarters
 11.Interpreted Quality Guided colleagues in Synthesized Conducted Planned for the No acceptable
collaboratively the planning for the discussions with coaching and conduct of evidence was
monitoring and application of results colleagues on mentoring coaching and shown
of interpretation of monitoring and sessions/ mentoring
evaluation
monitoring and evaluation of meetings/LAC sessions/
strategies of evaluation strategies strategies of sessions/FGDs/ meetings/LAC
attainment data of attainment data to attainment data other collegial sessions/FGDs/
to support support learner during coaching discussions to other collegial
learner progress and and mentoring interpret discussions to
progress and achievement during sessions/ collaboratively interpret
achievement. coaching and meetings/LAC monitoring and collaboratively
(PPST 5.2.3) mentoring sessions/ sessions/FGDs/ evaluation monitoring and
meetings/LAC other collegial strategies of evaluation
sessions/ FGDs/ other discussions as attainment data,as strategies of
collegial evidenced by MOV evidenced by the attainment data, as
discussions,as 4 or MOV 3 MOV 4 or MOV 3 evidenced by the
evidenced by MOV MOV 1 or MOV 2
5 or MOV 4

Timeliness Collaborated with Collaborated with Collaborated with Collaborated with No acceptable
colleagues in the colleagues in the colleagues in the colleagues in the evidence was
interpretation of interpretation of interpretation of interpretation of shown
attainment data assessment data assessment data assessment data
across 4 quarters across 3 quarters across 2 quarters in only 1 quarter

Basic Education 12.Applied Quality Utilized effective Utilized effective Utilized effective Utilized effective No acceptable
Services skills in the strategies to strategies to strategies to strategies to evidence was
effective communicate communicate communicate communicate shown
communication learner needs, learner needs, learner needs, learner needs,
of learner progress and progress and progress and progress and
needs, achievement to achievement to achievement to achievement to
progress and wider-school parents/ internal learners within
achievement to community guardians as stakeholders the class as
key stakeholders as evidenced by (e.g.,co- evidenced by
stakeholders, evidenced by submitted MOV teachers,school submitted MOV
including submitted MOV leaders, non-
parents/ teaching staff)
guardians. as evidenced by
(PPST 5.4.3) submitted MOV

Timeliness Showed Showed Showed Showed

application of application of application of application of
skills in the skills in the skills in the skills in the
effective effective effective effective
communication communication communication communication
of learner of learner of learner of learner
needs,progress needs,progress needs,progress needs,progress
and and and and
achievement achievement achievement achievement in
across 4 across 3 across 2 only 1 quarter
quarters quarters quarters
 application of application of application of application of
skills in the skills in the skills in the skills in the
effective effective effective effective
communication communication communication communication
of learner of learner of learner of learner
needs,progress needs,progress needs,progress needs,progress
and and and and
achievement achievement achievement achievement in
across 4 across 3 across 2 only 1 quarter
quarters quarters quarters

Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
5:Personal Growth 13.Manifested a learner- Quality Submitted MOV Submitted MOV Submitted MOV Submitted MOV No acceptable
and Professional centered teaching that details the that reflects that shows the that indicates a evidence was
Development philosophy in various consistent involvement of application of a personal shown
aspects of practice and involvement of learners in the personal philosophy of
support colleagues in learners in the teaching- learning philosophy of teaching that is
enhancing their teaching-learning process resulting teaching that is not learner-
own learner- centered process resulting from the application learner-centered centered
teaching from the application of a personal
philosophy. of a personal philosophy of
(PPST 7.1.3) philosophy of teaching that is
teaching that is learner-
learner-centered centered

Timeliness Applied a Applied a Applied a Applied a No acceptable

personal personal personal personal evidence was
philosophy of philosophy of philosophy of philosophy of shown
teaching that is teaching that is teaching that is teaching that is
learner- learner- learner-centered learner-
centered across centered across across 2 centered across
4 quarters 3 quarters quarters 1 quarters

5:Personal Growth 14.Reflected on Quality Updated Discussed Set Accomplished No acceptable

and Professional the Philippine professional progress on professional the e-SAT at evidence was
Development Professional development professional development the beginning of shown
Standards for goals during development goals based on the school year
Teachers to plan Phase Il of the goals with the e-SAT results as evidenced by
personal RPMS Cycle as rater during the as evidenced by MOV 1
professional evidenced by mid-year review MOV 2 or MOV
development MOV 5 as evidenced by 3
goals and assist MOV4
colleagues in
planning and
achieving their
own goals.
(PPST 7.5.3)
Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
acceptable acceptable acceptable acceptable evidence was
MOVs MOVs MOVs MOV shown

Timeliness All submitted Three(3)of the Two(2) of the Only one(1)of No acceptable
MOVs were submitted submitted the submitted evidence was
accomplished MOVs were MOVs were MOVs was shown
within the accomplished accomplished accomplished
prescribed within the within the within the
RPMS Phase prescribed prescribed prescribed
 Timeliness All submitted Three(3)of the Two(2) of the Only one(1)of No acceptable
MOVs were submitted submitted the submitted evidence was
accomplished MOVs were MOVs were MOVs was shown
within the accomplished accomplished accomplished
prescribed within the within the within the
RPMS Phase prescribed prescribed prescribed
Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
Plus factor 15.Performed Quality Performed at Performed at Performed at Performed at No acceptable
various related least one(1) least one(1) least one(1) least one(1) evidence was
works/ related work/ related work/ related work/ related work/ shown
activities that activity that activity that activity that activity that
contribute to contributed to the contributed to the contributed to the contributed to the
the teaching- teaching-leaming teaching-learning teaching-leaming teaching-learning
learning process beyond process within the process within the process within the
process. the school/ school/ learning class as
Community Community area/department evidenced by the
Learning Center Learning Center as evidenced by submitted MOV.
(CLC)as (CLC)as the submitted
evidenced by the evidenced by the MOV.
submitted MOV. submitted MOV.

Plus factor 15.Performed Efficiency Submitted MOV Submitted MOV Submitted MOV Submitted MOV No acceptable
various related that details the that details the that shows that shows evidence was
works/ achieved positive perceived reasonable considerable shown
activities that contribution to positive interlap with the overlap with,
contribute to the teaching- contribution to actual teaching- hence
the teaching- learning process, the teaching- learning process, significantly
learning as evidenced by learning process, as evidenced by affecting the
process. the annotation as evidenced by the annotation performance of
provided. the annotation provided. the actual
provided. teaching-learning
process.

Timeliness Submitted MOVs Submitted MOVs Submitted MOVs Submitted MOV/s No acceptable
were distributed were distributed were distributed was/were evidence was
across 4 quarters across 3 quarters across 2 quarters completed in only shown
1 quarter

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 MELISA O. REQUIOMA MILAGROS O. CAPELLAN SHEILA D. VALENCIA
below 1.499 Poor Ratee Rater Approving Authority