ENGLISH DEPARTMENT

RESULT-BASED
PERFORMANCE
MANAGEMENT
SYSTEM School Year
2021-2022

PORTFOLIO
STANLEE B. MARIANO
Teacher 1
Ratee
  
MA. CORAZON B. QUIJANO
Head Teacher III
Rater
  
EDWIN L. VALERA
Principal III
Approving Authority
 MALINTA NATIONAL HIGH
SCHOOL
ENGLISH DEPARTMENT

INDIVIDUAL
PERFORMANCE
COMMITMENT AND
REVIEW
FORM
SCHOOL YEAR
2021-2022

STANLEE B. MARIANO
Teacher I
 SCHOOL YEAR
2022-2023

CLASS RECORD
STANLEE B. MARIANO
Teacher I
KRA 1
 OBJECTIVE 1
Applied knowledge of content
within and across curriculum
teaching areas

MEANS OF VERIFICATION (MOV)

 
Classroom Observation Tool (COT) rating sheet or inter-
observer agreement form from

1. an observation of synchronous teaching (online teaching

or two-way radio instruction)

2. if option 1 is not possible, an observation of a recorded

video lesson or audio lesson that is SLM-based or MELC-
aligned

3. if options 1 and 2 are not possible, an observation of a

demonstration teaching via LAC
KRA 1 OBJECTIVE 1
KRA 1 OBJECTIVE 1
OBJECTIVE 2
Used research-based knowledge
and principles of teaching and
learning to enhance professional
practice

MEANS OF VERIFICATION (MOV)

 
One (1) lesson plan with annotations identifying
the research-based knowledge and/or principles
of teaching and learning used as bases for
planning/designing the lesson
KRA 1 OBJECTIVE 2
KRA 1 OBJECTIVE 2
OBJECTIVE 3
Displayed proficient use of
Mother Tongue, Filipino and
English to facilitate teaching
and learning

MEANS OF VERIFICATION (MOV)

 
Classroom Observation Tool (COT) rating sheet or inter-
observer agreement form from

1. an observation of synchronous teaching (online teaching

or two-way radio instruction)

2. if option 1 is not possible, an observation of a recorded

video lesson or audio lesson that is SLM-based or MELC-
aligned

3. if options 1 and 2 are not possible, an observation of a

demonstration teaching via LAC
KRA 1 OBJECTIVE 1
KRA 1 OBJECTIVE 3
OBJECTIVE 4
Used effective verbal and non-verbal
classroom communication strategies to
support learner understanding,
participation, engagement and achievement

MEANS OF VERIFICATION (MOV)

 
Classroom Observation Tool (COT) rating sheet or inter-
observer agreement form from

1. an observation of synchronous teaching (online teaching

or two-way radio instruction)

2. if option 1 is not possible, an observation of a recorded

video lesson or audio lesson that is SLM-based or MELC-
aligned

3. if options 1 and 2 are not possible, an observation of a

demonstration teaching via LAC
KRA 1 OBJECTIVE 4
KRA 1 OBJECTIVE 4
OBJECTIVE 5
Established safe and secure learning
environments to enhance learning through
the consistent implementation of policies,
guidelines and procedures

MEANS OF VERIFICATION (MOV)

 
Classroom Observation Tool (COT) rating sheet or inter-
observer agreement form from

1. an observation of synchronous teaching (online teaching

or two-way radio instruction)

2. if option 1 is not possible, an observation of a recorded

video lesson or audio lesson that is SLM-based or MELC-
aligned

3. if options 1 and 2 are not possible, an observation of a

demonstration teaching via LAC
KRA 1 OBJECTIVE 4
KRA 1 OBJECTIVE 4
OBJECTIVE 6
Maintained learning environments that
promote fairness, respect and care to
encourage learning

MEANS OF VERIFICATION (MOV)

 
Classroom Observation Tool (COT) rating sheet or inter-
observer agreement form from:

1. an observation of synchronous teaching (online teaching

or two-way radio instruction)

2. if option 1 is not possible, an observation of a recorded

video lesson or audio lesson that is SLM based or MELC-
aligned

3. if options 1 and 2 are not possible, an observation of a

demonstration teaching via LAC
KRA 1 OBJECTIVE 4
KRA 1 OBJECTIVE 4
 OBJECTIVE 7
Maintained learning environments that
nurture and inspire learners to participate,
cooperate and collaborate in continued
learning

MEANS OF VERIFICATION (MOV)  

SET A
Any supplementary material (in print/digital format) made by the ratee and used in
the lesson delivery that highlights maintaining learning environments that nurture
and inspire learners to participate, cooperate and collaborate in continued learning

• Activity sheets
• One lesson from a self-learning module (SLM)
• Lesson plan (e.g., DLP, DLL, WHLP,WLL, lesson exemplars )
• Video lesson
• Audio lesson
• Other learning materialism print/digital format (please specify and provide
annotations)
With client/learner feedback on how the material encouraged the learners to
participate, cooperate and collaborate.
SET B
Classroom Observation Tool (COT) rating sheet or inter-observer agreement form
from
an observation of synchronous teaching (limited face-to-face teaching, online
teaching, or two-way radio instruction)
if option 1 is not possible, an observation of a recorded video lesson or audio lesson
that is SLM- based or MELC-aligned.
if options 1 and 2 are not possible, an observation of a demonstration teaching via
LAC.
KRA 1 OBJECTIVE 4
KRA 1 OBJECTIVE 4
KRA 2
OBJECTIVE 8
Applied a range of successful strategies that
maintain learning environments that
motivate learners to work productively by
assuming responsibility for their own
learning

MEANS OF VERIFICATION (MOV)

SET A
Any supplementary material (in print/digital format) made by the ratee and used in the lesson delivery
that highlights maintaining learning environments that nurture and inspire learners to participate,
cooperate and collaborate in continued learning
• Activity sheets
• One lesson from a self-learning module (SLM)
• Lesson plan (e.g., DLP, DLL, WHLP,WLL, lesson exemplars )
• Video lesson
• Audio lesson
• Other learning materials in print/digital format (please specify and provide annotations)
• With client/learner feedback on how the material encouraged the learners to participate, cooperate and
collaborate.
SET B
• Classroom Observation Tool (COT) rating sheet or inter-observer agreement form from
• an observation of synchronous teaching (limited face-to-face teaching, online teaching, or two-way
radio instruction)
• if option 1 is not possible, an observation of a recorded video lesson or audio lesson that is SLM-
based or MELC-aligned.
• if options 1 and 2 are not possible, an observation of a demonstration teaching via LAC.
KRA 1 OBJECTIVE 4
KRA 1 OBJECTIVE 4
KRA 3
OBJECTIVE 9
Designed, adapted and implemented
teaching strategies that are responsive to
learners with disabilities, giftedness and
talents

MEANS OF VERIFICATION (MOV)

 
SET A
Classroom Observation Tool (COT) rating sheet or inter-observer
agreement form from
1. an observation of synchronous teaching (online teaching or two-way
radio instruction)
2. if option 1 is not possible, an observation of a recorded video lesson or
audio lesson that is SLM-based or MELC aligned
3. if options 1 and 2 are not possible, an observation of a demonstration
teaching via LAC

SET B
Teacher Reflection Form (TRF) on designing, adapting, and/or
implementing teaching strategies that are responsive to learners with
disabilities, giftedness and talents and a certification from the school head
that the ratee’s classes have no identified learner/s with disabilities,
giftedness and/or talents
KRA 3 OBJECTIVE 9
KRA 3 OBJECTIVE 9
KRA 3 OBJECTIVE 9
KRA 3 OBJECTIVE 9
KRA 3 OBJECTIVE 9
KRA 3 OBJECTIVE 9
OBJECTIVE 10
Adapted and used culturally appropriate
teaching strategies to address the needs of
learners from indigenous groups

MEANS OF VERIFICATION (MOV)

 
SET A

Classroom Observation Tool (COT) rating sheet or inter-observer

agreement form from
1. an observation of synchronous teaching (online teaching or two-way
radio instruction)
2. if option 1 is not possible, an observation of a recorded video lesson or
audio lesson that is SLM-based or MELC aligned
3. if options 1 and 2 are not possible, an observation of a demonstration
teaching via LAC
SET B

Teacher Reflection Form (TRF) on adapting and using culturally

appropriate teaching strategies to address the needs of learners from
indigenous groups and a certification from the school head that the ratee’s
classes have no identified learner/s from indigenous groups.
KRA 3 OBJECTIVE 10
KRA 3 OBJECTIVE 10
KRA 3 OBJECTIVE 10
KRA 3 OBJECTIVE 10
KRA 3 OBJECTIVE 10
OBJECTIVE 11
Adapted and implemented learning
programs that ensure relevance and
responsiveness to the needs of all learners

MEANS OF VERIFICATION (MOV) 

1.Proof of evaluation* on the implementation of
the adapted/ contextualized learning program.
2. Progress report on the implementation of the
adapted/ contextualized learning program.
3. Accomplishment/ completion/ technical report
on the implementation of an adapted/
contextualized learning program.
4. Action plan/ activity proposal/ activity matrix
that shows an adapted/ contextualized learning
program.
 INDIVIDUAL LEARNING MONITORING PLAN

Learner's Name BUSTILLO, PEE-JHAY

Grade & Section 10-St. Thomas

Learning Area English-10

Learner's Status
Intervention
Learner's Need Monitoring Date Insignificant Significant
Strategies Provided Mastery
Progress Progress

Determine the Conducted remedial

effect of textual aids session and
like advance monitored his
organizers, titles, progress even on or
November 08-12,
non-linear offline. Also, I
2021
illustrations, etc. on conducted home
the understanding visitation.
of a text

OBJECTIVE 11
Identify the key Conducted remedial
structures session and
elements, e.g monitored his
Exposition- progress even on or
statement of offline. Also, I
positions and conducted home
language features visitation.
of argumentative February 28-March
texts, e.g. modal 04, 2022
verbs: shoud,must,
might and modal
adverbs:usally,
probaby,etc.
conjunctions and
declarative

KRA 3
statements
Use a variety of Conducted remedial
informative, session and
persuasive, and monitored his
argumentative progress even on or May 18-20, 2022
writing techniques. offline. Also, I
conducted home
visitation.
Be familiar with Conducted remedial
technical terms session and
used in research monitored his
progress even on or June 17-20, 2022
offline. Also, I
conducted home
visitation.

Prepared by: Submitted to:

STANLEE B. MARIANO MA. CORAZON B. QUIJANO

Teacher I Head Teacher III

Noted:

EDWIN L. VALERA
Principal III
 INDIVIDUAL LEARNING MONITORING PLAN

Learner's Name CUETO, MARK ANDREW

Grade & Section 10-St. Thomas

Learning Area English-10

Learner's Status
Intervention
Learner's Need Monitoring Date Insignificant Significant
Strategies Provided Mastery
Progress Progress

Determine the Conducted remedial

effect of textual aids session and
like advance monitored his
organizers, titles, progress even on or
November 08-12,
non-linear offline. Also, I
2021
illustrations, etc. on conducted home
the understanding visitation.
of a text

OBJECTIVE 11
Identify the key Conducted remedial
structures session and
elements, e.g monitored his
Exposition- progress even on or
statement of offline. Also, I
positions and conducted home
language features visitation.
of argumentative February 28-March
texts, e.g. modal 04, 2022
verbs: shoud,must,
might and modal
adverbs:usally,
probaby,etc.
conjunctions and
declarative

KRA 3
statements
Use a variety of Conducted remedial
informative, session and
persuasive, and monitored his
argumentative progress even on or May 18-20, 2022
writing techniques. offline. Also, I
conducted home
visitation.
Be familiar with Conducted remedial
technical terms session and
used in research monitored his
progress even on or June 17-20, 2022
offline. Also, I
conducted home
visitation.

Prepared by: Submitted to:

STANLEE B. MARIANO MA. CORAZON B. QUIJANO

Teacher I Head Teacher III

Noted:

EDWIN L. VALERA
Principal III
 INDIVIDUAL LEARNING MONITORING PLAN

Learner's Name AZADA, SAMANTHA S.

Grade & Section 10-St. Thomas

Learning Area English-10

Learner's Status
Intervention
Learner's Need Monitoring Date Insignificant Significant
Strategies Provided Mastery
Progress Progress

Determine the Conducted remedial

effect of textual aids session and
like advance monitored his
organizers, titles, progress even on or
November 08-12,
non-linear offline. Also, I
2021
illustrations, etc. on conducted home
the understanding visitation.
of a text

OBJECTIVE 11
Identify the key Conducted remedial
structures session and
elements, e.g monitored his
Exposition- progress even on or
statement of offline. Also, I
positions and conducted home
language features visitation.
of argumentative February 28-March
texts, e.g. modal 04, 2022
verbs: shoud,must,
might and modal
adverbs:usally,
probaby,etc.
conjunctions and
declarative

KRA 3
statements
Use a variety of Conducted remedial
informative, session and
persuasive, and monitored his
argumentative progress even on or May 18-20, 2022
writing techniques. offline. Also, I
conducted home
visitation.
Be familiar with Conducted remedial
technical terms session and
used in research monitored his
progress even on or June 17-20, 2022
offline. Also, I
conducted home
visitation.

Prepared by: Submitted to:

STANLEE B. MARIANO MA. CORAZON B. QUIJANO

Teacher I Head Teacher III

Noted:

EDWIN L. VALERA
Principal III
 INDIVIDUAL LEARNING MONITORING PLAN

Learner's Name ECAL, JOHN KOBE

Grade & Section 10-St. Thomas

Learning Area English-10

Learner's Status
Intervention
Learner's Need Monitoring Date Insignificant Significant
Strategies Provided Mastery
Progress Progress

Determine the Conducted remedial

effect of textual aids session and
like advance monitored his
organizers, titles, progress even on or
November 08-12,
non-linear offline. Also, I
2021
illustrations, etc. on conducted home
the understanding visitation.
of a text

OBJECTIVE 11
Identify the key Conducted remedial
structures session and
elements, e.g monitored his
Exposition- progress even on or
statement of offline. Also, I
positions and conducted home
language features visitation.
of argumentative February 28-March
texts, e.g. modal 04, 2022
verbs: shoud,must,
might and modal
adverbs:usally,
probaby,etc.
conjunctions and
declarative

KRA 3
statements
Use a variety of Conducted remedial
informative, session and
persuasive, and monitored his
argumentative progress even on or May 18-20, 2022
writing techniques. offline. Also, I
conducted home
visitation.
Be familiar with Conducted remedial
technical terms session and
used in research monitored his
progress even on or June 17-20, 2022
offline. Also, I
conducted home
visitation.

Prepared by: Submitted to:

STANLEE B. MARIANO MA. CORAZON B. QUIJANO

Teacher I Head Teacher III

Noted:

EDWIN L. VALERA
Principal III
 INDIVIDUAL LEARNING MONITORING PLAN

Learner's Name ALBA, RHABIE

Grade & Section 10-St. Thomas

Learning Area English-10

Learner's Status
Intervention
Learner's Need Monitoring Date Insignificant Significant
Strategies Provided Mastery
Progress Progress

Determine the Conducted remedial

effect of textual aids session and
like advance monitored his
organizers, titles, progress even on or
November 08-12,
non-linear offline. Also, I
2021
illustrations, etc. on conducted home
the understanding visitation.
of a text

OBJECTIVE 11
Identify the key
structures
elements, e.g
Exposition-
statement of
Conducted remedial
positions and
session and
language features
monitored his
of argumentative February 28-March
progress even on or
texts, e.g. modal 04, 2022
offline. Also, I
verbs: shoud,must,
conducted home
might and modal
visitation.
adverbs:usally,
probaby,etc.
conjunctions and
declarative

KRA 3
statements
Use a variety of Conducted remedial
informative, session and
persuasive, and monitored his
argumentative progress even on or May 18-20, 2022
writing techniques. offline. Also, I
conducted home
visitation.
Be familiar with Conducted remedial
technical terms session and
used in research monitored his
progress even on or June 17-20, 2022
offline. Also, I
conducted home
visitation.

Prepared by: Submitted to:

STANLEE B. MARIANO MA. CORAZON B. QUIJANO

Teacher I Head Teacher III

Noted:

EDWIN L. VALERA
Principal III
KRA 3 OBJECTIVE 11
OBJECTIVE 12
Utilized assessment data to inform the
modification of teaching and learning
practices and programs

MEANS OF VERIFICATION (MOV) 

A list of identified least/most mastered skills based on the
frequency of errors/correct responses with any of the
following supporting MOV

1. accomplishment report for remedial/enhancement

activities (e.g., remedial sessions, Summer Reading Camp,
Phil-IRI based reading program)

2. intervention material used for remediation/

reinforcement/ enhancement

3. lesson plan/activity log for remediation/ enhancement

utilizing of assessment data to modify teaching and learning
practices or programs
ACCOMPLISHMENT REPORT

OBJECTIVE 12
KRA 3
ACCOMPLISHMENT REPORT

OBJECTIVE 12
KRA 3
 Re p u b lic o f th e Ph ilip p in e s
De p a rtm e n t o f Ed u c a tio n
Na tio n a l C a p ita l Re g io n
DIVISIO N O F C ITY SC HO O LS - VALENZUELA
Pio Va le n zu e la St., Ma ru la s, Va le n zu e la

MALINTA NATIONAL HIGH SCHOOL

ITEM ANALYSIS
Sc ho o l Ye a r 2021- 2022

NUMBER OF
QUARTER SUBJECT MEAN MPS
EXAMINEES
2 ENGLISH 10 807 10.23 51.16%

Co rre c t Re sp o nse s
Ite m No . Ke y MLD Ra nk
f Pe rc e nta g e
1 C 405 50.00% Av e ra g e M a st e ry 10
2 D 555 69.00% M o v in g To w a rd s M a st e ry 8
3 B 200 25.00% Lo w M a st e ry 20
4 A 203 25.00% Lo w M a st e ry 18
5 A 201 25.00% Lo w M a st e ry 19
6 D 578 72.00% M o v in g To w a rd s M a st e ry 7
7 C 585 72.00% M o v in g To w a rd s M a st e ry 6

OBJECTIVE 12
8 B 612 76.00% M o v in g To w a rd s M a st e ry 4
9 D 532 66.00% M o v in g To w a rd s M a st e ry 9
10 A 391 48.00% Av e ra g e M a st e ry 11
11 B 284 35.00% Av e ra g e M a st e ry 14
12 A 239 30.00% Lo w M a st e ry 15
13 C 205 25.00% Lo w M a st e ry 16
14 A 204 25.00% Lo w M a st e ry 17
15 B 314 39.00% Av e ra g e M a st e ry 12
16 B 606 75.00% M o v in g To w a rd s M a st e ry 5
17 C 298 37.00% Av e ra g e M a st e ry 13
18 A 615 76.00% M o v in g To w a rd s M a st e ry 1
19 A 615 76.00% M o v in g To w a rd s M a st e ry 1

KRA 3
20 A 615 76.00% M o v in g To w a rd s M a st e ry 1

Ra nk Ite m No . Le a st Ma ste re d Co m p e te nc ie s
1 3,4, &5 Id e ntify the ke y struc ture s e le m e nts, e .g Exp o sitio n-sta te m e nt o f p o sitio ns a nd la ng ua g e fe a ture s o f a rg um e nta tive te xts , e .g

2 12,13, &14
3 1,10,11,15,&17

4 2,8.9& 16

5 18,19, &20

Pe rc e nta g e o f
Ma ste ry Le ve l De sc rip tio n (MLD) MLD (f)
Co rre c t Re sp o nse
0.00% 4.00% A b so lu t e ly No Ma st e ry 0
5.00% 14.00% V e ry Lo w Ma st e ry 0
15.00% 34.00% Lo w Ma st e ry 6
35.00% 65.00% A v e ra g e Ma st e ry 5
66.00% 85.00% Mo v in g To wa rd s Ma st e ry 9
86.00% 95.00% C lo se ly A p p ro xim a t in g Ma st e ry 0
96.00% 100.00% Ma st e re d 0

STANLEE B. MARIANO
Te a c he r 1
MA. CORAZON B. QUIJANO EDWIN L. VALERA
He a d Te a c h e r III Princ ip a l II
 Re p u b lic o f th e Ph ilip p in e s
De p a rtm e n t o f Ed u c a tio n
Na tio n a l C a p ita l Re g io n
DIVISIO N O F C ITY SC HO O LS - VALENZUELA
Pio Va le n zu e la St., Ma ru la s, Va le n zu e la

MALINTA NATIONALHIGH SCHOOL

ITEM ANALYSIS
Sc ho o l Ye a r 2021- 2022

NUMBER OF
QUARTER SUBJECT MEAN MPS
EXAMINEES
3 ENGLISH 10 809 11.31 56.53%

Co rre c t Re sp o nse s
Ite m No . Ke y MLD Ra nk
f Pe rc e nta g e
1 A 500 62.00% Av e ra g e M a st e ry 13
2 A 555 69.00% M o v ing To w a rd s M a st e ry 11
3 D 475 59.00% Av e ra g e M a st e ry 14
4 B 210 26.00% Lo w M a st e ry 15
5 B 203 25.00% Lo w M a st e ry 19
6 C 579 72.00% M o v ing To w a rd s M a st e ry 6
7 D 580 72.00% M o v ing To w a rd s M a st e ry 5

OBJECTIVE 12
8 A 210 26.00% Lo w M a st e ry 15
9 A 566 70.00% M o v ing To w a rd s M a st e ry 8
10 C 210 26.00% Lo w M a st e ry 15
11 B 560 69.00% M o v ing To w a rd s M a st e ry 10
12 D 600 74.00% M o v ing To w a rd s M a st e ry 4
13 B 601 74.00% M o v ing To w a rd s M a st e ry 2
14 A 204 25.00% Lo w M a st e ry 18
15 A 578 71.00% M o v ing To w a rd s M a st e ry 7
16 A 601 74.00% M o v ing To w a rd s M a st e ry 2
17 A 200 25.00% Lo w M a st e ry 20
18 B 566 70.00% M o v ing To w a rd s M a st e ry 8

KRA 3
19 D 538 67.00% M o v ing To w a rd s M a st e ry 12
20 C 610 75.00% M o v ing To w a rd s M a st e ry 1

Ra nk Ite m No . Le a st Ma ste re d Co m p e te nc ie s
1 4,5 ,8 ,1 0,1 4&17 , Use a va rie ty o f info rm a tive , p e rsua sive , a nd a rg ume nta tive writing te c hniq ue s.

2 1,2,3,19 &10

3 6,7,15, &18

4 12,13

5 20

Pe rc e nta g e o f
Ma ste ry Le ve l De sc rip tio n (MLD) MLD (f)
Co rre c t Re sp o nse
0.00% 4.00% A b so lu t e ly No Ma st e ry 0
5.00% 14.00% V e ry Lo w Ma st e ry 0
15.00% 34.00% Lo w Ma st e ry 6
35.00% 65.00% A v e ra g e Ma st e ry 2
66.00% 85.00% Mo v in g To wa rd s Ma st e ry 12
86.00% 95.00% C lo se ly A p p ro xim a t in g Ma st e ry 0
96.00% 100.00% Ma st e re d 0

STANLEE B. MARIANO
Te a c he r 1
MA. CORAZON B. QUIJANO EDWIN L. VALERA
He a d Te a c he r III Princ ip a l II
 Re p u b lic o f th e Ph ilip p in e s
De p a rtm e n t o f Ed u c a tio n
Na tio n a l C a p ita l Re g io n
DIVISIO N O F C ITY SC HO O LS - VALENZUELA
Pio Va le n zu e la St., Ma ru la s, Va le n zu e la

MALINTA NATIONALHIGH SCHOOL

ITEM ANALYSIS
Sc ho o l Ye a r 2021- 2022

NUMBER OF
QUARTER SUBJECT MEAN MPS
EXAMINEES
4 ENGLISH 10 827 11.35 56.76%

Co rre c t Re sp o nse s
Ite m No . Ke y MLD Ra nk
f Pe rc e nta g e
1 D 202 24.00% Lo w M a st e ry 19
2 B 678 82.00% M o v ing To w a rd s M a st e ry 1
3 A 478 58.00% Av e ra g e M a st e ry 12
4 A 532 64.00% Av e ra g e M a st e ry 9
5 A 450 54.00% Av e ra g e M a st e ry 13
6 D 554 67.00% M o v ing To w a rd s M a st e ry 7
7 B 580 70.00% M o v ing To w a rd s M a st e ry 5
8 A 345 42.00% Av e ra g e M a st e ry 16

OBJECTIVE 12
9 A 531 64.00% Av e ra g e M a st e ry 10
10 D 333 40.00% Av e ra g e M a st e ry 17
11 D 200 24.00% Lo w M a st e ry 20
12 C 551 67.00% M o v ing To w a rd s M a st e ry 8
13 D 607 73.00% M o v ing To w a rd s M a st e ry 3
14 C 444 54.00% Av e ra g e M a st e ry 14
15 C 579 70.00% M o v ing To w a rd s M a st e ry 6
16 B 632 76.00% M o v ing To w a rd s M a st e ry 2
17 D 378 46.00% Av e ra g e M a st e ry 15
18 B 581 70.00% M o v ing To w a rd s M a st e ry 4
19 B 526 64.00% Av e ra g e M a st e ry 11

KRA 3
20 D 207 25.00% Lo w M a st e ry 18

Ra nk Ite m No . Le a st Ma ste re d Co m p e te nc ie s
1 1,11, &20 Be fa m ilia r with te c hnic a l te rm s use d in re se a rc h

2 14,17,8 & 5

3 19, 12,4.6&9

4 3,7 15, &10

5 18, 16 &13

Pe rc e nta g e o f
Ma ste ry Le ve l De sc rip tio n (MLD) MLD (f)
Co rre c t Re sp o nse
0.00% 4.00% A b so lu t e ly No Ma st e ry 0
5.00% 14.00% V e ry Lo w Ma st e ry 0
15.00% 34.00% Lo w Ma st e ry 3
35.00% 65.00% A v e ra g e Ma st e ry 9
66.00% 85.00% Mo v in g To wa rd s Ma st e ry 8
86.00% 95.00% C lo se ly A p p ro xim a t in g Ma st e ry 0
96.00% 100.00% Ma st e re d 0

STANLEE B. MARIANO
Te a c he r 1
MA. CORAZON B. QUIJANO EDWIN L. VALERA
He a d Te a c he r III Princ ip a l II
KRA 3 OBJECTIVE 12
KRA 3 OBJECTIVE 12
KRA 3 OBJECTIVE 12
KRA 3 OBJECTIVE 12
KRA 3 OBJECTIVE 12
KRA 4
OBJECTIVE 13
Maintained learning environments that are
responsive to community contexts

MEANS OF VERIFICATION (MOV) 

1. Accomplishment report of a program/project/activity
that maintains a learning environment

2. Program/Project/Activity plan on maintaining a learning

environment

3. Minutes of a consultative meeting/community

stakeholders meeting about a program/project/activity that
maintains a learning environment with proof of attendance

4. Communication letter about a program/project/activity

that maintains a learning environment
KRA 4 OBJECTIVE 13
KRA 4 OBJECTIVE 13
OBJECTIVE 14
Reviewed regularly personal teaching practice
using existing laws and regulations that apply to
the teaching profession and the responsibilities
specified in the Code of Ethics for Professional
Teachers

MEANS OF VERIFICATION (MOV) 

1. Annotated video/audio recording of one’s teaching that shows
impact of regularly reviewing one’s teaching practice/s

2. Annotated teaching material that shows impact of regularly

reviewing one’s teaching practice/s

● lesson plan
● activity sheet
● assessment materials
● others (please specify)

3. Personal reflection notes as outputs from participation in review

of personal teaching practices in four (4) quarters

4. Proof of attendance (with date) in LAC or coaching and

mentoring sessions for review of personal teaching practices
 ANNOTATION
Here is my Lesson Plan used in class, English 10– Quarter 1-Week 5. This
lesson focused on the topics: Statement of Assertion and Statement of Opinion.
With my self-review inclined with personal teaching practice using existing laws
and regulations that apply to the teaching profession and the responsibilities
specified in the Code of Ethics for Professional Teachers stated in Section 9 that “
A Teacher shall ensure that conditions contributive to the maximum development

OBJECTIVE 14
of learners are adequate and shall extend needed assistance in preventing or
solving leaner’s problems and difficulties”. And my preliminary activities such
as, prayer , house rules and attendance are evident on how I do it regularly which
stated on Article 11, Section 4 from the Code of Ethics for Teachers states that “A
teacher shall always recognize the Almighty God as guide of his own destiny and
of the destinies of men and nations.”

KRA 4
Moreover, the teacher possesses strong character traits, including
perseverance, honesty, respect, lawfulness, fairness, patience, and unity.
As an educator, teachers must treat every student with kindness and respect
without showing any favoritism, prejudice, or partiality. In which the students felt
the security and enjoyment in learning while watching.
KRA 4 OBJECTIVE 14
KRA 4 OBJECTIVE 14
 ANNOTATION
Here is my Lesson Plan used in class, English 10– Quarter 4-Week 5. This
lesson focused on the topic: Subject-verb agreement. With my self-review
inclined with personal teaching practice using existing laws and regulations that
apply to the teaching profession and the responsibilities specified in the Code of
Ethics for Professional Teachers stated Article 11, Section 4 from the Code of
Ethics for Teachers states that “A teacher shall always recognize the Almighty

OBJECTIVE 14
God as guide of his own destiny and of the destinies of men and nations.” At this
point, the teacher improved in implementing regularly personal teaching practice
using existing laws and regulations that apply to the teaching profession and the
responsibilities specified in the Code of Ethics for Professional Teachers.
Moreover, the teacher encouraged the learners to participate and let them
show interest this is based on ARTICLE VIII – THE TEACHERS AND

KRA 4
LEARNERS, Section 2. “A teacher shall recognize that the interest and welfare of
learners are of first and foremost concerns and shall deal justifiably and
impartially with each of them.” And this was evident on the varied tasks provided
by the teachers, and it shown improved as time went by.
KRA 4 OBJECTIVE 14
KRA 4 OBJECTIVE 14
KRA 4 OBJECTIVE 14
OBJECTIVE 15
Complied with and implemented school
policies and procedures consistently to
foster harmonious relationships with
learners, parents, and other stakeholders

MEANS OF VERIFICATION (MOV) 

1.Proof of participation/ involvement in a community
partnership at the national/ regional/ division/ school level
for the implementation of a DepEd/school policy/ procedure
such as the BE-LCP (e.g., reassignment order, certificate as
committee member, narrative report).

2. Proof of other stakeholders (e.g., attendance sheet with

minutes of online or face-to-face meeting).

3. Any form of communication to stakeholders (e.g.,

screenshot of chat/text message/ communication [name or
any identifier]).
KRA 4 OBJECTIVE 15
KRA 4 OBJECTIVE 15
KRA 4 OBJECTIVE 15
KRA 4 OBJECTIVE 15
KRA 4 OBJECTIVE 15
KRA 4 OBJECTIVE 15
KRA 4 OBJECTIVE 15
KRA 4 OBJECTIVE 15
OBJECTIVE 16
Applied a personal philosophy of teaching
that is learner-centered

MEANS OF VERIFICATION (MOV) 

One (1) lesson plan or a lesson script for TV-or radio-based
instruction with annotations identifying the application of a
personal philosophy of teaching that is learner-centered
(please provide annotations of one’s contribution to the
video lesson.)
KRA 4 OBJECTIVE 16
KRA 4 OBJECTIVE 16
OBJECTIVE 17
Adopted practices that uphold the dignity of
teaching as a profession by exhibiting
qualities such as caring attitude, respect and
integrity

MEANS OF VERIFICATION (MOV) 

1. Documented feedback from superiors, colleagues, learners,
parents/guardian, or other stakeholders directly reflecting the
ratee’s good practices that uphold the dignity of teaching as a
profession
2. Annotated evidence of practice indirectly linking to the upholding
of the dignity of teaching as a profession by exhibiting qualities such
as caring attitude, respect and integrity.
* Remarks from superiors, colleagues, or
master teacher/ school head about
one’s qualities (e.g., entries in
Performance
* Monitoring and Coaching Form
[PMCF] or in Mid-Year Review Form).
* Recognition from the school/ school
community about one’s qualities.
* Others (please specify)
KRA 4 OBJECTIVE 17
KRA 4 OBJECTIVE 17
KRA 4 OBJECTIVE 17
OBJECTIVE 18
Set professional development goals based on
the Philippine Professional Standards for
Teachers

MEANS OF VERIFICATION (MOV) 

1. Updated IPCRF-DP from Phase II

2. Mid-year Review Form (MRF)

3. IPCRF-DP

4. Certification from the ICT Coordinator/School

Head/Focal Person in charge of e-SAT)
KRA 4 OBJECTIVE 18
KRA 4 OBJECTIVE 18
KRA 5
OBJECTIVE 19
Performed various related works/activities
that contribute to the teaching-learning
process

MEANS OF VERIFICATION (MOV) 

Any proof of:

● committee involvement
● advisorship of co-curricular activities
● book or journal authorship/ contributorship
● coordinatorship/ chairpersonship
● coaching and mentoring learners in competitions
● serving as reliever of classes in the absence of teachers
● mentoring pre-service teachers
● participation in demonstration teaching
● participation as technical working group member
● others (please specify and provide annotations)
KRA 5 OBJECTIVE 19
CLASSROOM OBSERVATION FEEDBACK
March 06-11, 2023

STRENGTHS
*The teacher has been physically and mentally PREPARED for today’s lesson.
*She started the lesson with introducing herself, establishing rules and regulations,
and some reiteration of the class rules. She also manages to handle the class well.
*In a class discussion, she provided interactive and engaging activities that allowed
the learners to participate well. More so, with the mastery of the lesson, she awed
it.
*When it comes to visuals aids, it was organized. And allow the learners to see
what’s on the slide (fonts, font style and color combination)
*Lessons were discussed using deductive method to inductive method.
*Chips are helpful for students’ interactions and participation in a class discussion.
She somewhat maximize the 80-90% of class participation.

AREAS TO IMPROVE
* Remind the learners to not speak when they’re not called.
* She needs to improve her instructions, especially in giving directions to a certain
tasks. Also, be mindful of the fillers and grammar when speaking.
*Time management is a must especially in activity proper. In addition, she must
utilize her time well to avoid any time consuming.
*She should add more activities on the PowerPoint which will help the learners to
understand the lesson (1-3 activities is enough per topic). As much as possible
synthesize it.
*When having a class discussion, moved only from left to right or one side of the
classroom. So that, learners has had their focus.

Note: Your first week as a TEACHER has been so amazing, and I commend
you to that. Continue to slay your class discussion and have a comfort to learners.
Just enjoy and be yourself! You awed your FIRST WEEK! Congratulations! “till
next week!

STANLEE B. MARIANO
Cooperating Teacher

REALYN S. DE LEON
Student Teacher
CLASSROOM OBSERVATION FEEDBACK
March 13-17, 2023

STRENGTHS
*She delivers the lesson well because of the mastery of the lesson.
*Students participation has been maximized due to engaging tasks or activity.
*Comments and suggestions were properly addressed.
*Instructions to students has improved.
*Class discussion, has improved as well.
AREAS TO IMPROVE
*Classroom management must be addressed.
1. Seating arrangement
2. Students behavior before, during, and after the class.
* Lesson Plans must be submitted ahead of time.
*If possible, minimize students’ guessing while answering.
*Have a HOTS questions when having a class discussion.
*Don’t abrupt students' attention, it may lead to confusions as to how the lesson
progresses. Just focus on one goal everyday.

Note: Your 2nd week of your class has been so engaging and interacting. Keep
it up!

STANLEE B. MARIANO
Cooperating Teacher

REALYN S. DE LEON
Student Teacher
CLASSROOM OBSERVATION FEEDBACK
March 24, 2023
ST. NICHOLAS

STRENGTHS
* It’s good that the teacher established rules and regulations on or before the
class discussion.
*That teacher has had confidence about the lesson.
*Classroom management has been evident before the class started.
*During the review, the teachers gives an emphasis about the previous lesson.
*The motivation part of the lesson, allows the learners to participate and arouse
their interest.
*Cue cards enables the teacher to discuss the lesson well.
* The teacher synthesize the topic in a way that students can grasp the
information.
*The activity in each part of the lesson, helps the learners to participate well.

AREAS TO IMPROVE
*Review part, the teacher have had struggles in elucidating the answer from the
questions of the student.
*Let the learners read, stand, and interact when they’re going to answer.
*In the mastery of the lesson, the teacher must organize the information from the
most to least important.
*HOTS questions must be addressed as well.
* Be conscious with the grammar especially in instruction making as much as
possible straightforward.
* Roam around to see students at the back and to ne aware of what’s happening.
*The teachers discusses already the answer of the activity. It would be better if
you allow the learners to share their ideas, or answer to the class.
*Time management is a must!

Note: Your 1st day of teaching has been so amazing and memorable. Keep that
fire in you!

STANLEE B. MARIANO
Cooperating Teacher

ABEGAIL SINERES
Student Teacher