t1 t3 MT Automated Ipcrf

Republic of the Philippines
Department of Education
SAN PEDRO ELEMENTARY SCHO
ANNOTATION TEMPLATE
OBJECTIVES Means of Verification Description of the MOV P
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
5. Others (Please specify and provide

annotations)

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
strategies that enhance
learner achievement in
literacy and numeracy skills.
4. Performance tasks/test material(s) used

in teaching
5. Results of assessment used in teaching

annotations)

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

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
4. Performance tasks/test material(s) used
in demonstration teaching
5. Results of assessment used in teaching

annotations)

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

form about teacher management of
learner behavior using the following
strategies:
1. Providing motivation d provide
annotations)
2. Praising the learners/Giving
5. Managed learner behavior positive feedback
constructively by applying
positive and non-violent 3. Setting house rules/guidelines
discipline to ensure learning- 4. Ensuring learners’ active
focused 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
provide annotations)

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

6. Used differentiated, highlighting differentiation in content,
product, process, learning environment or
developmentally appropriate others according to learners’ gender,
learning experiences to needs, strengths, interests and
address learners’ gender, experiences
needs, 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 annota

form about using developmentally
sequenced teaching and learning process
7. Planned, managed and
implemented
developmentally sequenced
teaching and learning
processes to meet
curriculum requirements and
varied teaching contexts.
7. Planned, managed and
implemented 2. Lesson plans/modified DLLs
developmentally sequenced highlighting developmentally sequenced
teaching and learning instruction that meet curriculum goals and
processes to meet varied teaching contexts
curriculum requirements and 3. Instructional materials used to
varied teaching contexts. implement developmentally sequenced
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 teacher
and learner feedback to 2. Minutes of LAC/FGD sessions on use of
enrich teaching practice. teacher and learner feedback to enrich
teaching practice with proof of attendance

annotations)

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, including  Module
ICT, to address learning
goals.  SIMs-Strategic Intervention
Materials
 Others
2. Lesson plans/modified DLLs with
appropriate instructional materials
appended

annotations)
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
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 tools

11. Monitored and evaluated with TOS and frequency of errors with
learner progress and identified least mastered skills
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
12. Communicated promptly

and clearly the learners’
needs, progress and
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 guardian’s
achievement to key signature in all quarters supported by
stakeholders, including 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 anno

public of the Philippines Appendix M
epartment of Education
ELEMENTARY SCHOOL
ATION TEMPLATE
Description of the MOV Presented Annotations
Region I
Schools Division of Ilocos Norte
SAN PEDRO ELEMENTARY SCHOOL
Sarrat
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

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

Weight Actual
MFOs KRAs Objectives Timeline per Very Satisfactory Poor Result
KRA QET Outstanding (5) Unsatisfactory (2) s Q E T Ave
Satisfactory (4) (3) (1)
Basic 1. Content 1. Applied June 2018 7.50% Quality Showed Showed Showed Showed knowledge No 3 3 3
Education Knowledge knowledge of to March knowledge of knowledge of knowledge of of content and its acceptable
Services and content within and 2019 content and its content and its content and its integration within evidence was
Pedagogy across curriculum integration within integration within integration within and shown
teaching areas. and across subject and across and across across subject
areas as shown subject areas as subject areas as areas as shown in
inMOV1witha shown shown in MOV 1 MOV 1 with a
rating of 7 inMOV1witha with a rating of 5 rating of 4
rating of 6
Efficiency Submitted at least Submitted 3 Submitted 2 Submitted any 1 No
4 lessons using lessons using lessons using of the given MOV acceptable
MOV 1 and MOV 1 and MOV 1 and evidence was
supported by any supported by any supported by shown
1 of the other 1 of the other any 1 of the
given MOV given MOV other given MOV
Timeliness
Basic 2. Used a range of June 2018 7.50% Quality Showed Showed Showed Showed knowledge No 4 3 3.5
Education teaching strategies to March knowledge of knowledge of knowledge of of content and its acceptable
Services that enhance 2019 content and its content and its content and its integration within evidence was
learner integration within integration within integration within and shown
achievement in and across subject and across and across across subject
literacy and areas as shown subject areas as subject areas as areas as shown in
numeracy skills. inMOV1witha shown shown in MOV 1 MOV 1 with a
rating of 7 inMOV1witha with a rating of 5 rating of 4
rating of 6
Efficiency Facilitated using Facilitated using Facilitated using Facilitated using No
different teaching different teaching different different teaching acceptable
strategies that strategies that teaching strategies that evidence was
promote reading, promote reading, strategies that promote shown
writing and/or writing and/or promote reading, reading, writing
numeracy skills as numeracy skills writing and/or and/or numeracy
shown in MOV 1 as shown in numeracy skills skills as shown in
with a rating of 7 MOV 1 with a as shown in MOV 1 with a rating
rating of 6 MOV 1 with a of 4
rating of 5
Timeliness
Basic 3. Applied a range June 2018 7.50% Quality Used different Used different Used different Used different No 4 4 4
Education of teaching to March teaching teaching teaching teaching strategies acceptable
Services strategies to 2019 strategies that strategies that strategies that that develop critical evidence was
develop critical and develop critical develop critical develop critical and creative shown
creative thinking, and creative and creative and creative thinking and/or
as well as other thinking and/or thinking and/or thinking and/or other HOTS as
higher- order other HOTS as other HOTS as other HOTS as shown in MOV
thinking skills. shown in MOV 1 shown in MOV 1 shown in MOV 1 1 with a rating
with a rating of 7 with a rating of 6 with a rating of 5 of 4
Efficiency Submitted at least Submitted 3 Submitted 2 Submitted 1 No
4 lessons as lessons as lessons as lesson as evidenced acceptable
evidenced by evidenced by evidenced by by any 1of the given evidence was
MOV 1 and MOV 1 and MOV 1 and MOV shown
supported by supported by supported by
any1ofthe other any1 of the other any 1of the other
given MOV given MOV given MOV
Timeliness
Basic 2. Learning 4. Managed June 2018 7.50% Quality Used classroom Used classroom Used classroom Used classroom No 4 4 4
Education Environment classroom to March management management management management acceptable
Services and structure to 2019 strategies that strategies that strategies that strategies that evidence was
Diversity of engage learners, engage learners in engage learners engage learners engage learners in shown
Learners individually or in activities/tasks as in activities/tasks in activities/tasks activities/tasks
groups, in shown in MOV 1 as shown in as shown in as shown in
meaningful with a rating of 7 MOV1witha MOV 1 with a MOV 1with a
exploration, rating of 6 rating of 5 rating of 4
discovery and
hands-on activities
within a range of
physical learning
environments.
4 lessons lessons lessons as lesson supported by acceptable
supported by MOV supported by evidenced by any of the evidence was
1 and any 1 of the MOV 1 and any MOV 1 and acceptable shown
other acceptable 1 of the other supported by MOV
MOV acceptable MOV any 1of the other
given MOV
Timeliness
Basic 5. Managed June 2018 7.50% Quality Applied teacher Used classroom Applied teacher Applied teacher No 4 4 4
Education learner behavior to March management management management management acceptable
Services constructively by 2019 strategies of strategies that strategies of strategies of learner evidence was
applying positive learner behavior engage learners learner behavior behavior that shown
and non-violent that promote in activities/tasks that promote promote
discipline to ensure positive and non- as shown in positive and positive and
learning- focused violent discipline MOV1witha non-violent non-violent
environments. as shown in MOV rating of 6 discipline as discipline as
submitted with a shown in MOV shown in MOV
rating of 7 submitted with a submitted with a
rating of 5 rating of 4
Efficiency Submitted at least Submitted at Submitted at Submitted any 1 No
4 of the given least 4 of the least 4 of the of the given acceptable
strategies as given strategies given strategies strategies as evidence was
observed in at as observed in 3 as observed in 2 observed in only 1 shown
least 4 lessons lessons lessons lesson
Timeliness
Basic 6. Used June 2018 7.50% Quality Applied Applied Applied Applied No 3 3 3
Education differentiated, to March differentiated differentiated differentiated differentiated acceptable
Services developmentally 2019 teaching teaching teaching teaching strategies evidence was
appropriate strategies to strategies to strategies to to address learner shown
learning address learner address learner address learner diversity as
experiences to diversity as shown diversity as diversity as shown in MOV
address learners’ in MOV 1 with a shown in MOV 1 shown in MOV 1 1 with a rating
gender, needs, rating of 7 with a rating of 6 with a rating of 5 of 4
strengths, interests
and experiences.
Efficiency Submitted at least Submitted 3 Submitted 2 Submitted any 1 at No
4 differentiated differentiated differentiated least 4 lessons as acceptable
teaching teaching teaching observed in 3 evidence was
strategies in at strategies in at strategies in 2 lessons as observed shown
least 2 lessons as least 2 lessons lessons as in 2 lessons
evidenced by as evidenced by evidenced by observed in only 1
MOV 1 and MOV 1 and MOV 1 and lesson differentiated
supported by any supported by supported by teaching strategy in
1 of the other any1ofthe other any1ofthe other only 1 lesson as
acceptable MOV acceptable MOV acceptable MOV evidently shown in
any 1 of the
acceptable MOV
Timeliness
Basic 3. 7. Planned, June 2018 7.50% Quality Planned and Planned and Planned and Planned and No 4 4 4
Education Curriculum managed and to March implemented implemented implemented implemented acceptable
Services and implemented 2019 developmentally developmentally developmentally developmentally evidence was
Planning developmentally sequenced sequenced sequenced sequenced teaching shown
sequenced teaching and teaching and teaching and and
teaching and learning process learning process learning process learning
learning processes as shown in MOV as shown in as shown in process as shown in
to meet curriculum 1 with a rating of 7 MOV 1 with a MOV 1 with a MOV 1 with a rating
requirements and rating of 6 rating of 5 of 4
varied teaching
contexts.
4 developmentally developmentally developmentally developmentally acceptable
sequenced sequenced sequenced sequenced teaching evidence was
teaching and teaching and teaching and and learning shown
learning process learning process learning process process as
as evidently as evidently as evidently evidently shown
shown in MOV 1 shown in MOV 1 shown in MOV 1 in any 1 of the
and supported by and supported by and supported given MOV
any 1 of the other any 1 of the by any 1 of the
given MOV other given MOV other given MOV
Timeliness
Basic 8. Participated in June 2018 7.50% Quality Consistently Frequently Occasionally Rarely participated No 3 3 3
Education collegial to March participated in participated in participated in in LAC/FGD/ acceptable
Services discussions that 2019 LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ meeting to discuss evidence was
use teacher and meetings to meetings to meetings to teacher/learner shown
learner feedback to discuss discuss discuss feedback to
enrich teaching teacher/learner teacher/learner teacher/learner enrich
practice. feedback to enrich feedback to feedback to instruction as
instruction as enrich instruction enrich instruction shown in the
shown in the MOV as shown in the as shown in the MOV submitted
submitted MOV submitted MOV submitted
Efficiency Participated in at Participated in 3 Participated in 2 Participated in 1 No
least 4 LACs/FGDs/ LACs/FGDs/ LAC/FGD/ in any 1 acceptable
LACs/FGDs/ meetings as meetings as of the given MOV evidence was
meetings as evidently shown evidently shown shown
evidently shown in in any 1 of the in any 1 of the
any 1 of the given given MOV given MOV
MOV
Timeliness
Basic 9. Selected, June 2018 7.50% Quality Developed and Developed and Developed and Developed and No 4 4 4
Education developed, to March used varied used varied used varied used varied teaching acceptable
Services organized and 2019 teaching and teaching and teaching and and learning evidence was
used appropriate learning learning learning resources, shown
teaching and resources, resources, resources, including ICT, to
learning resources, including ICT, to including ICT, to including ICT, to address
including ICT, to address learning address learning address learning learning goals
address learning goals as shown in goals as shown goals as shown as shown in
goals. MOV1witha rating in MOV1witha in MOV 1 with a MOV 1 with a
of 7 rating of 6 rating of 5 rating of 4
Efficiency Submitted at least Submitted 3 Submitted 2 Submitted any No
4 varied teaching varied teaching varied teaching teaching and acceptable
and learning and learning and learning learning resource, evidence was
resources, resources, resources, including ICT, shown
including ICT, as including ICT, as including ICT, as as evidently
evidently shown in evidently shown evidently shown shown in any of
MOV 1 and in MOV 1 and in MOV 1 and the acceptable
supported by any supported by any supported by MOV
1 of the 1 of the any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Timeliness
Basic 4. 10. Designed, June 2018 7.50% Quality Designed, Designed, Designed, Designed, selected, No 3 3 3
Education Assessment selected, to March selected, selected, selected, organized and used acceptable
Services and organized and 2019 organized and organized and organized and diagnostic, formative evidence was
Reporting used diagnostic, used diagnostic, used diagnostic, used diagnostic, and summative shown
formative and formative and formative and formative and assessment
summative summative summative summative strategies consistent
assessment assessment assessment assessment with curriculum
strategies strategies strategies strategies requirements as
consistent with consistent with consistent with consistent with shown in MOV 1
curriculum curriculum curriculum curriculum with a rating of
requirements. requirements as requirements as requirements as
shown in MOV 1 shown in MOV 1 shown in MOV 1
with a rating of 7 with a rating of 6 with a rating of 5
4 varied varied varied assessment tool as acceptable
assessment tools assessment tools assessment evidently shown in evidence was
as evidently as evidently tools as any of the shown
shown inany1ofthe shown evidently shown acceptable
acceptable MOV inany1ofthe in any1ofthe MOV
acceptable MOV acceptable MOV
Timeliness
Basic 11. Monitored and June 2018 7.50% Quality Consistently Frequently Occasionally Rarely monitored No 4 4 4 4
Education evaluated learner to March monitored and monitored and monitored and and evaluated acceptable
Services progress and 2019 evaluated learner evaluated learner evaluated learner progress and evidence was
achievement using progress and progress and learner progress achievement shown
learner attainment achievement using achievement and using learner
data. learner attainment using learner achievement attainment data
data as shown in attainment data using learner as shown in the
the MOV as shown in the attainment data MOV submitted
submitted MOV submitted as shown in the
MOV submitted
Efficiency Submitted a Submitted a Submitted a Submitted 1 No

combination of at combination of 3 combination of 2 acceptable MOV acceptable
least 4 of the of the acceptable of the evidence was
acceptable MOV MOV acceptable MOV shown
Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted any 1 of No
were distributed were distributed were distributed the given MOV acceptable
across 4 quarters across 3 quarters across 2 evidence was
quarters shown
Basic 12. Communicated June 2018 7.50% Quality Consistently Frequently Occasionally Rarely showed No 3 3 4 3.3333
Education promptly and to March showed prompt showed prompt showed prompt prompt and clear acceptable
Services clearly the 2019 and clear and clear and clear communication of evidence was
learners’ needs, communication of communication communication the learners’ shown
progress and the learners’ of the learners’ of the learners’ needs, progress
achievement to needs, progress needs, progress needs, progress and
key stakeholders, and achievement and achievement and achievement to
including to key to key achievement to key
parents/guardians. stakeholders, stakeholders, key stakeholders,
including parents/ including stakeholders, including
guardians as parents/ including parents/
shown in the MOV guardians as parents/ guardians as
submitted shown in the guardians as shown in the
MOV submitted shown in the MOV submitted
MOV submitted
Efficiency Submitted a Submitted a Submitted a Submitted any 1 No

combination of at combination of 3 combination of 2 of the given MOV acceptable
least 4 of the of the acceptable of the evidence was
acceptable MOV MOV acceptable MOV shown
Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted any 1
were distributed were distributed were distributed of the given MOV
across 4 quarters across 3 quarters across 2
quarters
Basic 5. Plus 13. Performed June 2018 ### Quality Consistently Frequently Occasionally Rarely performed No 3 3 3
Education Factor various related to March performed various performed performed various related acceptable
Services works/activities 2019 related various related various related work/activities that evidence was
that contribute to work/activities that work/activities work/activities contribute shown
the teaching- contribute to the that contribute to that contribute to to the teaching
learning process. teaching learning the teaching the teaching learning process as
process as shown learning process learning process shown in the MOV
in the MOV as shown in the as shown in the submitted
submitted MOV submitted MOV submitted
Efficiency Submitted at least Submitted 3 Submitted 2 Submitted any 1 of No

4 different kinds of different kinds of different kinds of the acceptable MOV acceptable
acceptable MOV acceptable MOV acceptable MOV evidence was
shown
Timeliness
RATING FOR OVERALL
ACCOMPLISHMENTS
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 I
PEDRO ELEMENTARY SCHOOL
Sarrat
ANCE COMMITMENT AND REVIEW FORM (IPCRF)
TO BE FILLED OUT DURING EVALUATION
Score
0.225
0.2625
0.3
0.3
0.3
0.225
0.3
0.225
0.3
0.225
0.3
0.25
0.3
3.5125
VERY SATISFACTORY
Region I
SAN PEDRO ELEMENTARY SCHOOL
Sarrat
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Name of Employee: MSRLON C. BAPTISTA Name of Rater: EDWIN C. MALICAD
Position: MASTER TEACHER I Position: HEAD TEACHER II
Bureau/Center/Service/Division: DepEd- Schools Division of Ilocos Norte, San pedro Elementary School, Sarrat Date of Review: Apr-19
Rating Period:
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Weight Actual
MFOs KRAs Objectives Timeline Very Score
per KRA Outstanding Satisfactory Unsatisfactory Poor Results
QET Satisfactory Q E T Ave
(5) (3) (2) (1)
(4)
Basic 1. Content 1. Modeled June 7.50% Quality Modeled Modeled Modeled Modeled No acceptable 4 5 4.5 0.338
Education Knowledge effective 2018 to effective effective effective effective evidence was
Services and application of March application of application of application of application of shown
Pedagogy content 2019 content content content content
knowledge within knowledge knowledge knowledge knowledge
and across within and within and within and within and
curriculum across across across across
teaching areas. curriculum curriculum curriculum curriculum
teaching areas teaching areas teaching areas teaching areas
as shown in as shown in as shown in as shown in
MOV1 with a MOV1 with a MOV1 with a MOV1 with a
rating of 8 rating of 7 rating of 6 rating of 5
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No

least 4 lessons lessons as lessons as lessons as acceptable
as evidenced evidenced by evidenced by evidenced by evidence was
by MOV 1 and MOV 1 from MOV 1 from MOV 1 from shown
supported by colleagues colleagues colleagues
any 1 of the and supported and supported and supported
other given by any 1 of the by any 1 of the by any 1 of the
MOV other given other given other given
MOV MOV MOV
Timeliness
Basic 2. Collaborated June 7.50% Quality Conducted, Conducted Conducted Proposed- No acceptable 2 2 2 2 0.150
Education with colleagues in 2018 to completed and and completed action action evidence was
Services the conduct and March disseminated action research with research with shown
application of 2019 action research with colleagues. colleagues
research to research with colleagues.
enrich knowledge colleagues.
of content and
pedagogy.
Efficiency Submitted at Submitted any Submitted any Submitted any No acceptable

least 4 of the 3 of the 2 MOV 1 MOV evidence was
given MOV acceptable shown
MOV
Timeliness Presented the Completed the Conducted the Proposed the No acceptable
research research research research evidence was
report within report within report within report within shown
the rating the rating the rating the rating
period period period period

Weight Very Actual
MFOs KRAs Objectives Timeline Outstanding Satisfactory Unsatisfactor Poor Score
per KRA QET Satisfactory Results Q E T Ave
(5) (3) y (2) (1)
(4)
Basic 3. Developed and June 7.50% Quality Demonstrated Demonstrated Demonstrated Demonstrated No acceptable 4 5 4.5 0.338
Education applied effective 2018 to effective effective effective effective evidence was
Services teaching March teaching teaching teaching teaching shown
strategies to 2019 strategies to strategies to strategies to strategies to
promote critical promote promote promote promote
and creative critical and critical and critical and critical and
thinking, as well creative creative creative creative
as other higher- thinking as thinking as thinking as thinking as
order thinking well as other well as other well as other well as other
skills. HOTS as HOTS as HOTS as HOTS as
shown in MOV shown in MOV shown in MOV shown in MOV
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 4 or Submitted 3 Submitted 2 Submitted 1 or No acceptable

more lessons lessons as lessons as more lessons evidence was
as evidenced evidenced by evidenced by as evidenced shown
by MOV 1 and MOV 1 and MOV 1 and by MOV 1 and
supported by supported by supported by supported by
any 1 of the any 1 of the any 1 of the any 1 of the
other given other given other given other given
MOV MOV MOV MOV
Timeliness

Weight Actual
MFOs KRAs Objectives Timeline Score
per KRA Results
Weight Very Actual
(5) (3) y (2) (1)
(4)
Basic 2. Learning 4. Work with June 7.50% Quality Modeled and Modeled and Modeled and Modeled and No acceptable 4 4 4 0.300
Education Environment colleagues to 2018 to shared shared shared shared evidence was
Services and Diversity model and share March effective effective effective effective shown
of Learners effective 2019 classroom classroom classroom classroom
techniques in the management management management management
management of strategies that strategies that strategies that strategies that
the classroom engage engage engage engage
structure to learners in learners in learners in learners in
engage learners, activities/tasks activities/tasks activities/tasks activities/tasks
individually or in done in done in done in done in
groups, in different different different different
meaningful physical physical physical physical
exploration, learning learning learning learning
discovery and environments environments environments environments
hands-on as shown in as shown in as shown in as shown in
activities within a MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
range of physical rating of 8 rating of 7 rating of 6 rating of 5
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 MOV 1 and MOV 1 and any of the
any 1 of the any 1 of the supported by acceptable
other other any 1of the MOV
acceptable acceptable other given
MOV MOV MOV
Timeliness
Basic 5. Exibited June 7.50% Quality Exibited Exibited Exibited Exibited No acceptable 5 4 4.5 0.338
Education effective and 2018 to effective and effective and effective and effective and evidence was
Services constructive March constructive constructive constructive constructive shown
behavior 2019 behavior behavior behavior behavior
management management management management management
skills by applying skills by skills by skills by skills by
positive and non- applying applying applying applying
violent discipline positive and positive and positive and positive and
to ensure non-violent non-violent non-violent non-violent
learning- 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
MOV MOV MOV MOV
submitted with submitted with submitted with submitted with
a rating of 8 a rating of 7 a rating of 6 a rating of 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
Basic 6. Worked with June 7.50% Quality Worked with Worked with Worked with Worked with No acceptable 3 3 3 0.225
Education colleagues to 2018 to colleagues colleagues colleagues colleagues but evidence was
Services share March atleast in the atleast in the atleast in the no evidence of shown
differentiated, 2019 district/cluster school level to department/gr sharing with
developmentally level to share share lesson ade level to others
appropriate lesson share lesson
learning
experiences to
address learners’
gender, needs, Efficiency Submitted at Submitted at Submitted at Submitted at No acceptable
strengths, least 1 lesson least 1 lesson least 1 lesson least 1 lesson evidence was
interests and as evidently as evidently as evidently as evidenced shown
experiences. shown in MOV shown in MOV shown in MOV by either MOV
1 and 1 and 1 and 2 or 3 but no
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
acceptable acceptable acceptable
MOV MOV MOV
Timeliness
Weight Very Actual
MFOs KRAs Objectives Timeline Outstanding Satisfactory Unsatisfactory Poor Score
(5)
(4)
(3) (2) (1)
Basic 3. 7. Develop and June 7.50% Quality Develop and Develop and Develop and Develop and No acceptable 4 4 4 0.300
Education Curriculum applied effective 2018 to applied applied applied applied evidence was
Services and Planning strategies in the March effective effective effective effective shown
planning and 2019 strategies in strategies in strategies in strategies in
management of the planning the planning the planning the planning
developmentally and and and and
sequenced management management management management
teaching and developmental developmental developmental developmental
learning ly sequenced ly sequenced ly sequenced ly sequenced
processes to teaching and teaching and teaching and teaching and
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 Actual
MFOs KRAs Objectives Timeline Very
Poor Score
per KRA QET
Outstanding
Satisfactory
Satisfactory Unsatisfactory Results Q E T Ave
(5)
(4)
(3) (2) (1)
Basic 8. Review with June 7.50% Quality Consistently Frequently led Occasionally Rarely led No acceptable 4 4 4 0.300
Education colleagues, 2018 to led collaborative led collaborative evidence was
Services teacher and March collaborative reviews of collaborative reviews of shown
learner feedback 2019 reviews of teacher/learne reviews of teacher/learne
to plan, facilitate teacher/learne r feedback as teacher/learne r feedback as
and enrich r feedback as evidenced by r feedback as evidenced by
teaching practice. evidenced by the MOV evidenced by the MOV
the MOV submitted the MOV submitted
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 evidently evidently evidently
shown in MOV shown in MOV shown in MOV shown in any
1 and 1 and 1 and of the
supported by supported by supported by acceptable
any 1 of the any 1 of the any 1 of the MOV
acceptable acceptable acceptable
MOV MOV MOV
Timeliness

Weight Very Actual
MFOs KRAs Objectives Timeline Outstanding Satisfactory Unsatisfactory Poor Score
(5)
(4)
(3) (2) (1)
Basic 9. Advised and June 7.50% Quality Consistently Frequently Occasionally Rarely advised No acceptable 4 4 4 0.300
Education guided 2018 to advised advised advised colleagues in evidence was
Services colleagues in the March colleagues in colleagues in colleagues in the selection, shown
selection, 2019 the selection, the selection, the selection, organization,
organization, organization, organization, organization, development
development and development development development and
use of and and and appropriate
appropriate appropriate appropriate appropriate use of
teaching and use of use of use of teaching and
learning teaching and teaching and teaching and learning
resources, learning learning 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
learning goals. MOV MOV MOV submitted
submitted submitted submitted
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable
least 4 teaching and teaching and teaching and evidence was
teaching and learning learning learning shown
learning resources as resources as resource as
resources as evidenced by evidenced by evidenced by
evidenced by at least 1 of at least 1 of any of the
at least 1 of the acceptable the acceptable acceptable
the acceptable MOV MOV MOV
MOV
Timeliness

Weight Actual
MFOs KRAs Objectives Timeline Very Score
per KRA Outstanding Satisfactory Unsatisfactor Poor Results
QET Satisfactory Q E T Ave
(5) (3) y (2) (1)
(4)
Basic 4. 10. Worked June 7.50% Quality Consistently Frequently Occasionally Rarely No acceptable 5 5 5 0.375
Education Assessment collaboratively 2018 to reviewed reviewed reviewed reviewed evidence was
Services and with colleagues March collaboratively collaboratively collaborativel y collaboratively shown
Reporting to review the 2019 assessment assessment assessment assessment
design, selection, tools with tools with tools with tools with
organization and colleagues as colleagues as colleagues as colleagues as
use of a range of shown in the shown in the shown in the shown in the
effective MOV MOV MOV MOV
diagnostic, submitted submitted submitted submitted
formative and
summative
assessment
strategies
consistent with
curriculum
requirements.
summative
assessment
strategies
consistent with
curriculum Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable
requirements. least 4 assessment assessment assessment evidence was
assessment tools as tools as tool as shown
tools as evidently evidently evidently
evidently shown in any shown in any shown in any
shown in any of the of the of the
of the acceptable acceptable acceptable
acceptable MOV MOV MOV
MOV
Timeliness

Weight Very Actual
(5) (3) y (2) (1)
(4)
Basic 11. Interpreted June 7.50% Quality Consistently Frequently Occasionally Rarely No acceptable 2 2 2 0.150
Education collaboratively 2018 to collaborated collaborated collaborated collaborated evidence was
Services monitoring and March with with with with shown
evaluation 2019 colleagues in colleagues in colleagues in colleagues in
strategies of the the the the
attainment data interpretation interpretation interpretation interpretation
to support learner of assessment of assessment of assessment of assessment
progress and data as shown data as shown data as shown data as shown
achievement. in the MOV in the MOV in the MOV in the MOV
submitted submitted submitted submitted
Efficiency Submitted at Submitted at Submitted at Submitted any No acceptable

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

Weight Very Actual
(5) (3) y (2) (1)
(4)
Basic 12. Applied skills June 7.50% Quality Consistently Frequently Occasionally Rarely applied No acceptable 5 5 5 0.375
Education in the effective 2018 to applied skills applied skills applied skills skills in the evidence was
Services communication of March in the effective in the effective in the effective effective shown
learner needs, 2019 communicatio communicatio communicatio communicatio
progress and n of learner n of learner n of learner n 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/guardian guardians as guardians as guardians as guardians as
s. shown in the shown in the shown in the shown in the
MOV MOV MOV MOV
submitted submitted submitted submitted
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 Very Actual
(5) (3) y (2) (1)
(4)
Basic 5. Plus 13. Performed June 10.00% Quality Consistently Frequently Occasionally Rarely No acceptable 5 5 5 0.500
Education Factor various 2018 to performed performed performed performed evidence was
Services related March special tasks special tasks special tasks special tasks shown
works/activities 2019 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 2 different 1 of the evidence was
different kinds kinds of kinds of acceptable shown
of acceptable acceptable acceptable MOV
MOV MOV MOV
Timeliness
RATING FOR OVERALL ACCOMPLISHMENTS 3.988
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
EDWIN C. MALICAD MARLON C. BAPTISTA VILMA D. EDA, CESO V

Rater Ratee Approving Authority
Region I- Ilocos Region
San Pedro Elementary School
Cantabaco, Toledo City
ANNOTATION TEMPLATE
OBJECTIVES Means of Verification Description of the MOV Pr
1. Classroom observation tool (COT) rating sheet

and/or inter-observer agreement form about
effective applications of content knowledge within
and across curriculum teaching areas
2. Lesson plans/modified DLLs used in demonstration

teaching highlighting integration of content
3. Instructional materials developed highlighting

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

teaching highlighting mastery of lessons learned
6. Others (Please specify and provide 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.)
2. Collaborated with
colleagues in the conduct
and application of
research to enrich
knowledge of content and
3. Certified completed collaborative research focused
2. Collaborated with on enriching knowledge of content and pedagogy
colleagues in the conduct
and application of
research to enrich
knowledge of content and
4. Proof of dissemination of research findings with
pedagogy. colleagues
5. Proof of utilization of research findings

and/or inter-observer agreement form about using
effective teaching strategies to promote critical and
creative teaching, as well as other higher-order
thinking skills
2. Lesson plans/modified DLLs used in demonstration

teaching highlighting different teaching strategies
that develop critical and creative thinking and/or
other HOTS
3. Developed and applied

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

teaching

and/or inter-observer agreement form about sharing
effective techniques in the management of classroom
structure
4. Work with colleagues

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

inter-observer agreement form about effective
teacher management of learner behavior using the
following strategies:
1. Providing motivation
5. Exibited effective and

constructive behavior 2. Praising the learners/Giving positive
management skills by feedback
applying positive and
non-violent discipline to
ensure learning- focused 3. Setting house rules/guidelines
environments.
applying positive and
non-violent discipline to
ensure learning- focused
environments.
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)
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 strategies
differentiated, on differentiated and developmentally-appropriate
developmentally opportunities to address learners’ differences
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests and 3. Corresponding instructional materials showing
experiences. differentiated and 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)

and/or inter-observer agreement form about using
effective strategies in implementing developmentally
sequenced teaching and learning process
2. Results of learners’ assessment during the actual

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

demonstration teaching
1. Implemented LAC/FGD Plan
8. Review with
colleagues, teacher and 2. Minutes of LAC/FGD sessions on use of teacher
learner feedback to plan, and learner feedback to enrich teaching practice with
proof of attendance
facilitate and enrich
teaching practice.
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 terms of
development and use of the alignment of the teaching and learning resources
appropriate teaching and to the indicated learning goals and appropriateness
learning resources, to the target learners
including ICT, to address
specific learning goals.
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 alignment

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

mastery obtained from 1 class
11. Interpreted 2. Collaborative interpretation of item analysis of

collaboratively monitoring quarterly examinations
and evaluation strategies
of attainment data to 3. Collaborative interpretation of results of
performance assessment
support learner progress
and achievement.
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 evidence of
improvement
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 evidence of
improvement
achievement to key
stakeholders, including
parents/guardians. 6. Attendance sheet/minutes of parent-teacher
conference
achievement to key
stakeholders, including
parents/guardians.
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 evidence of
improvement
9. Learners’ performance record
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

lic of the Philippines Appendix
rtment of Education M
on I- Ilocos Region
Division of Ilocos Norte
Elementary School
ntabaco, Toledo City
ATION TEMPLATE
Description of the MOV Presented Annotations
Region I- Ilocos Region
Sarrat District
PART IV: DEVELOPMENT PLANS OF THE IPCRF (I

Action Plan (Recommended D
Strengths Development Needs
Intervention)
A. Teaching Competencies (PPST)
OBJECTIVE 13- Performed various related Strengthening effective teaching
works/ activities that contribute to the teachig- pedagogy in different subject areas. Conduct reviews during weekends a
learning process periods.
OBJECTIVE 12- Applied skills in the effective Communicate with parents, learners and
communication of learner needs, progress and stakeholders with corresponding evidence Provide communication notes in all
achievement to key stakeholders, including of improvement. dialogues concerning learners issue
parents/ guardians. improvements.
OBJECTIVE 10- Worked collaboratively with

colleagues to review the design, selection,
Designing assessment tools aligned with
organization and use of range of effective the curriculum
diagnostic, formative and summative Participation in trainings with emph
assessment strategies consistent with integration, facilitation and improve
curriculum requirements strategies in making assessment too
B. Core Behavioral Competencies (DepEd)

Undertakes personal actions and behaviors that Utilizes technologies to access information to
are clear and purposive and takes into account enhance professionla productivity, assists in Participation in trainings in division
personal goals and values congruent to that of conducting research and communicate or international with emphasis usin
the organization. through local and global professional integration to be used in conductin
networks. and communication.
Feedback:
MARLON C. BAPTISTA
RATEE
of the Philippines
ent of Education
I- Ilocos Region
ision of Ilocos Norte
lementary School
arrat District
PLANS OF THE IPCRF (IPCRF-DP)

Action Plan (Recommended Developmental
Timeline Resources Needed
Intervention)
duct reviews during weekends and vacant

ods. year round mentoring or coaching forms
vide communication notes in all conducted

ogues concerning learners issues and
rovements. year round communication notes
ticipation in trainings with emphasis on ICT

gration, facilitation and improvement of workbooks, activity sheets, ICT
tegies in making assessment tools. year round based materials, modules
ticipation in trainings in division, region, national

nternational with emphasis using ICT
gration to be used in conducting action research activity sheets, ICT based
communication. year round materials
EDWIN C. MALICAD VILMA D. EDA, CESO V

RATER APPROVING AUTHORITY
Appendix M
Appendix M
p
Region I- Iiocos Norte
District of Sarrat
PERFORMANCE MONITORING AND COACHING FORM

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT
RATEE RATER
e
chool
OACHING FORM
IMPACT ON JOB/ACTION SIGNATURE
PLAN (RATER/RATEE)
APPROVING AUTHORITY

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Republic of the Philippines

SAN PEDRO ELEMENTARY SCHO

2. Lesson plans/modified DLLs developed

4. Performance tasks/test material(s)

5. Others (Please specify and provide

1. Classroom observation tool (COT) rating

2. Lesson plans/modified DLLs used in

4. Performance tasks/test material(s) used

6. Others (Please specify and provide

1. Classroom observation tool (COT) rating

2. Lesson plans/modified DLLs used in

6. Others (Please specify and provide

1. Classroom observation tool (COT) rating

Classroom observation tool (COT) rating

1. Classroom observation tool (COT) rating

2. Lesson plans/modified DLLs developed

4. Others (Please specify and provide annota

1. Classroom observation tool (COT) rating

1. Personal notes of teachers on

3. Others (Please specify and provide

1. Classroom observation tool (COT) rating

3. Others (Please specify and provide

3. Developed diagnostic tests:

6. Others (Please specify and provide

1. Compilation of a learner’s written work

2. Formative/summative assessment tools

1. At least 3 samples of corrected test

12. Communicated promptly

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

8. Coaching and mentoring learners in

10. Others (Please specify and provide anno

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Performance Indicators Rating

Efficiency Submitted a Submitted a Submitted a Submitted 1 No

Efficiency Submitted a Submitted a Submitted a Submitted any 1 No

Efficiency Submitted at least Submitted 3 Submitted 2 Submitted any 1 of No

Rater Ratee Approving Authority

ANCE COMMITMENT AND REVIEW FORM (IPCRF)

TO BE FILLED OUT DURING EVALUATION

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Performance Indicators Rating

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No

Efficiency Submitted at Submitted any Submitted any Submitted any No acceptable

Performance Indicators Rating

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

Performance Indicators Rating

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

Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

Performance Indicators Rating

Performance Indicators Rating

Performance Indicators Rating

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

Performance Indicators Rating

Efficiency Submitted at Submitted only Submitted only Submitted any No acceptable

EDWIN C. MALICAD MARLON C. BAPTISTA VILMA D. EDA, CESO V

1. Classroom observation tool (COT) rating sheet

2. Lesson plans/modified DLLs used in demonstration

3. Instructional materials developed highlighting

5. Results of assessment used in demonstration

6. Others (Please specify and provide annotations)