Ipcrf 2018 2019

Republic of he Philippines
Department of Education
Region VI-Western Visayas
Division of Sagay City
BATO NATIONAL HIGH SCHOOL - BAVIERA EXTENSION

Name of Employee: Name of Rater: RUEL E. MAGNO
Position: Position: Teacher-in-Charge
Review Period:October 2018-May 2019 Date of Review:
District and School: BATO NHS - BAVIERA EXTENSION/DISTRICT 8
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM

PERFORMANCE INDICATORS RATING
KEY WEIGHT
TIME PER KRA VERY ACTUAL
MFO RESULT OBJECTIVES OUTSTANDING SATISFACTORY UNSATISFACTOR POOR
LINE (Dimensio
QET SATISFACTORY RESULTS Q E T
AREA ns) (5) (3) Y (2) (1)
(4)
1. Applied knowledge of
CONTENT KNOWLEDGE AND PEDAGOGY
content within and across

curriculum teaching areas.
Showed Showed Showed Showed
BASI EDUCATION SERVICES
knowledge of knowledge of knowledge of knowledge of

content and its content and its content and its content and its
No acceptable
Quality
integration within integration within integration within integration within

evidence was
and across subject and across and across and across
MOV's shown
areas as shown in subject areas as subject areas as subject areas as
1. Classroom obervation tool MOV 1 with a ahown in MOV 1 ahown in MOV 1 ahown in MOV 1
(COT) ratin sheet and/or inter- rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
oberver agreement form about
knowledge of content within and
across cirriculum teaching ares.
2. Lesson plans/modified DLLs
deeveloped highlighting Submitted at least Submitted at Submitted at
integration of content 4 lessons using least 3 lessons least 2 lessons
Efficiency
knowledge within and across No acceptable

MOV 1 and using MOV 1 and using MOV 1 and Submitted any 1
subject areas evidence was
supported by any supported by any supported by any of the given MOV
shown
1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV
4 lessons using least 3 lessons least 2 lessons
BASI
Efficiency
No acceptable
CONTENT
MOV 1 and using MOV 1 and using MOV 1 and Submitted any 1
3. Instructional materials
evidence was
supported by any supported by any supported by any of the given MOV
highlighting mastery of content shown
and its integration in other given MOV given MOV given MOV
subject areas

KEY WEIGHT
LINE (Dimensio QET SATISFACTORY RESULTS Q E T
AREA ns) (5) (3) Y (2) (1)
(4)
4. Performance tasks/test
material(s) hoghlighting
integration of content
knowledge within and across
subject areas
5. Others (Please specify and
NTENT KNOWLEDGE AND PEDAGOGY
provide annotations)
2. Used a range of teaching
strategies that enhance
learner achievement in Facilitated using Facilitated using
Facilitated using Facilitated using
BASIC EDUCATION SERVICES
literacy and numeracy skills. different teaching different teaching

different teaching different teaching
strategies that strategies that
strategies that strategies that
promote reading, promote reading, No acceptable
Quality
MOV's promote reading, promote reading,

writing and/or writing and/or evidence was
1. Classroom observation tool writing and/or writing and/or
numeracy skills numeracy skills shown
(COT) rating sheet and/or inter- numeracy skills as numeracy skills as
as shown in MOV as shown in MOV
oberver agreement form about shown in MOV 1 shown in MOV 1
1 with a rating of 1 with a rating of
teaching strategies that enhance with a rating of 7 with a rating of 4
6 5
learner achievement in literacy
and numeracy skills

used in teaching highlighting
learner-centered strategies that
promote literacy and/or
numeracy skills. Submitted at least Submitted 3 Submitted 2
4 learner-centered learner-centered learner-centered Submitted 1
lessons as lessons as lessons as learner-centered
iciency
No acceptable
evidently shown in evidently shown evidently shown lesson as
evidence was
CONTENT
BA
Submitted at least Submitted 3 Submitted 2
4 learner-centered learner-centered learner-centered Submitted 1
lessons as lessons as lessons as learner-centered
Efficiency
highlighting learner-centered No acceptable
strategies that promote literacy evidently shown in evidently shown evidently shown lesson as
evidence was
and/or numeracy skills MOV 1 and in MOV 1 and in MOV 1 and evidently shwn in
shown
4. Performance tasks/test supported by any supported by any supported by any any of the given
material(s) used in teaching 1 of the other MOV 1 of the other 1 of the other MOV
given MOV given MOV given
5. Results of assessment used in
teaching

KEY WEIGHT
TIME PER KRA
VERY ACTUAL
LINE (Dimensio
AREA ns) (5) (3) Y (2) (1)
(4)
3. Applied a range of
teaching strategies to
develop critical and creative
Used different Used different Used different
thinkig, as well a other Used different
teaching teaching teaching
higher-order thinking skills. teaching strategies
strategies that strategies that strategies that
OWLEDGE AND PEDAGOGY
that develop
MOV's develop critical develop critical develop critical No acceptable
Quality
critical and
1. Classroom observation tool and creative and creative and creative evidence was
creative thinking
(COT) rating shet and/or inter- thinking and/or thinking and/or thinking and/or shown
and/or other HOTS
obrver agreement form about other HOTS as other HOTS as other HOTS as
as shown in MOV 1
EDUCATION SERVICES
teaching strategies to develop shown in MOV 1 shown in MOV 1 shown in MOV 1

critical and creative thinking, as
with a rating of 7
with a rating of 6 with a rating of 5 with a rating of 4
well as other higher order
thinking skills
BASIC EDUCATION SER
CONTENT KNOWLEDGE AN
used in teaching highlighting
different teachig strategies that
develop critical and creative
thinking and/or other HOTS
3. Instructional materials Subitted 3 Subitted 2

highlighting different teaching Submitted at leats Subitted 1 lessons
lessons as lessons as
strategies that develop critical 4 lessons as as evidenced by
Efficiency
evidenced by evidenced by No acceptable
and creative thinking an/or evidenced by MOV MOV 1 and
other HOTS MOV 1 and MOV 1 and evidence was
1 and supported supported by any
supported by any supported by any shown
by any 1 of the 1 of the other
1 of the other 1 of the other
4. Performance tasks/test other given MOV given MOV
given MOV given MOV
material(s) used in demostration
teaching

teaching
f. Others (please specify and

KEY WEIGHT
LINE (Dimensio
AREA ns) (5) (3) Y (2) (1)
(4)
4. Managed classroom
structure to engage learners,
individually or in groups, in
meaningful exploration,
LEARNING ENVIRONMENT AND DIVERSITY OF LEARNERS discovery and hands-on Used classroom Used classroom Used classroom
activities within a range of Used classroom
management management management
physical learning management
startegies that startegies that startegies that
startegies that No acceptable
Quality
environments. engage learners engage learners engage learners
engage learners in evidence was
in activities/tasks in activities/tasks in activities/tasks
MOV's activities/tasks as shown
as shown in MOV as shown in MOV as shown in MOV
1. Classroom observatin tool shown in MOV 1
1 with a rating of 1 with a rating of 1 with a rating of
(COT) rating sheet and/or inter- with a rating of 7
6 5 4
observer agreement form about
managing classroom structure

that engages learners in various
activities

highlighting various classroom Submitted at least Submitted 3 Submitted 2
management strategies that 4 lessons lessons lessons Submitted 1
Efficiency
engage learners in No acceptable
supported by MOV supported by supported by lesson supported
activities/tasks in different evidence was
physical learning environments
1 and any 1 of the MOV 1 and any 1 MOV 1 and any 1 by any of the
shown
other acceptable of the other of the other acceptable MOV
3. Others (Please specify and MOV acceptable MOV acceptable MOV
5. Managed learner behavior
constructively by applying
positive and non-violent
discipline o ensure learning-
focused environments.
Applied teacher Applied teacher
Applied teacher Applied teacher
management management
MOV's strategies of strategies of
strategies of learner strategies of learner
learner behavior learner behavior
behavior that behavior that No acceptable
Quality
Classroom observation tool that promote that promote

(COT) ratig sheet and/or inter- promote positive promote positive evidence was
positive and non- positive and non- and non-violent
observer agreement form about and non-violent shown
violent discipline a violent discipline as discipline
discipline as shwon as shwon
effective teacher management shwon in MOV shwon in MOV
in MOV submitted in MOV submitted
of learner behavior using the submitted with a submitted with a with a rating of 4
with a rating of 7
following strategies: rating of 6 rating of 5
1. Providing motivation
2. Praising the learners/giving
positive feedback
3. Setting house rules/guidelines

KEY WEIGHT
TIME PER KRA ACTUAL
MFO RESULT OBJECTIVES VERY
LINE (Dimensio OUTSTANDING SATISFACTORY UNSATISFACTOR POOR RESULTS
AREA ns) QET SATISFACTORY Q E T
(5) (3) Y (2) (1)
(4)
4. Ensuring learner's active
participation
5. Allowing learners to express
their ideas/opinions Submitted at least 4 Submitted at least Submitted at least Submitted any 1 of
Efciency
6. Giving equal opportunities to of the given 4 of the given 4 of the given No acceptable
the given strategies
ARNING ENVIRONMENT AND DIVERSITY OF LEARNERS
strategies as strategies as strategies as evidence was

learners as observed in 1
observed in at least observed in 3 observed in 2 shown
7. Encouraging learners to ask lesson
4 lessons lessons lessons
questions
8. Others (please specify and
6. Used differentiated,
developmentally appropriate Applied Applied Applied Applied
learning experiences to differentiated differentiated differentiated differentiated
teaching strategies teaching strategies teaching strategies teaching strategies No acceptable
Quality
address learner's gender,
to address learner to address learner to address learner to address learner evidence was
needs, strengths, interests and diversity as shown in diversity as shown diversity as shown diversity as shown shown
experiences. MOV 1 with a rating in MOV 1 with a in MOV 1 with a in MOV 1 with a
of 7 rating of 6 rating of 5 rating of 4
MOV's
1. Classroom observation tool
(COT) rating sheet and/or inter-
differentiated, developentally Submitted at least 4 Submitted 3 Submitted 2
appropriate learning differentiated differentiated Submitted any 1
differentiated
experiences teaching strategies teaching strategies differentiated
in at least 2 lessons teaching
2. Lesson plans/modified DLLs strategies
Efciency
in at least 2 lessons teaching strategy in No acceptable

developed highlighting in 2 lessons as
as evidenced by as evidenced by evidenced by MOV only a lesson as evidence was
differentiation in content, MOV 1 and MOV 1 and evidently shown in shown
supported by any 1 1any and supported by
product, process, learning supported by any 1 any 1 of the
1 of the other
environment or others according of the other of the other acceptable MOV
acceptable MOV
to learner's gender, needs, acceptable MOV acceptable MOV
strengths, interests and
experiences
LEARNING ENVI
B
developed highlighting
differentiation in content,
product, process, learning
environment or others
according to learner's gender,
needs, strengths, interets and
experiences


KEY WEIGHT
LINE (Dimensio
AREA ns) (5) (3) Y (2) (1)
(4)
7. Planned, managed and
implemented
developmentally sequenced
teaching and learning Planned and Planned and Planned and
processes to meet curriculum Planned and implemented implemented implemented
implemented
requirements and varied developmentally developmentally developmentally
developmentally No acceptable
Quality
teaching contexts. sequenced sequenced sequenced
sequenced teaching evidence was
teaching and teaching and teaching and
and learning process shown
MOVs learning process as learning process as learning process as
as shown in MOV 1
1. Classroom observation tool shown in MOV 1 shown in MOV 1 shown in MOV 1
with a rating of 7
(COT) rating sheet and/or inter- with a rating of 6 with a rating of 5 with a rating of 4
oberver agreement form about
using developmentally
ICULUM AND PLANNING
EDUCATION SERVICES
sequenced teaching and

learning process
highlighting developmentally
sequenced instruction that meet Submitted 3 Submitted 2
curriculum goal and varied Submitted at leats 4 developmentally developmentally Submitted 1
teaching contexts developmentally sequenced sequenced developmentally
sequenced teaching teaching and teaching and sequenced
Efciency
3. Instructional materials used and learning process No acceptable

learning process as learning process as teaching and
to implement developmentally as evidently shown evidence was
evidently shown in evidently shown in learning process as
sequenced teaching and in MOV 1 and shown
MOV 1 and MOV 1 and evidently shown in
learning process to meet supported by any 1 supported by any 1 supported by any 1 any 1 of the given
curriculum requirements and of the other given of the other given of the other given MOV
MOV
varied teaching contexts MOV MOV
of the other given of the other given of the other given MOV
CURRICULU
MOV
BASIC EDU
MOV MOV
8. Participated in collegial Frequently Occasionally
discussions that use teacher Consistently Rarely participated in
participated in participated in
participated in LACs/FGDs/meetings
and learner feedback to LACs/FGDs/meetings LACs/FGDs/meetings LACs/FGDs/meetings to discuss
to discuss to discuss No acceptable
Quality
enrich teaching practice. to discuss teacher/learner
teacher/learner teacher/learner teacher/learner feedback to enrich evidence was
feedback to enrich feedback to enrich shown
feedback to enrich instruction instruction as shwon
as shwon instruction as shwon
1. Personal notes of teachers on instruction as shown in the MOV
in the MOV in the MOV
LACs/FGDs/meetings with proof in the MOV submitted submitted
submitted submitted
of attendance
2. Minutes of LAC/FGD sessions
on use of teacher and learner Participated in at Participated in 3 Participated in 2 Participated in 1
feedback to enrich teaching least 4
Efciency
LACs/FGDs/meetin LACs/FGDs/meetin LACs/FGDs/meeting No acceptable
practice with proof of LACs/FGDs/meeting gs as evidently gs as evidently s as evidently evidence was
attendance s as evidently shown shown in any 1 of shown in any 1 of shown in any 1 of shown
3. Others (Please specify and in any 1 of the given the given MOV the given MOV the given MOV
MOV

KEY WEIGHT
LINE (Dimensio
AREA ns) (5) (3) Y (2) (1)
(4)
9. Selected, developed,
organized and used
appropriate teaching and
Developed and used Developed
learning resources, including and Developed and Developed and
used varied used varied used varied
ICT, to address learning varied teaching and teaching and teaching and teaching and
goals. learnig resources, learnig resources, learnig resources, learnig resources, No acceptable
ICULUM AND PLANNING
Quality
including ICT, to including ICT, to including ICT, to including ICT, to evidence was
address learning
MOV's address learning address learning address learning shown
goals as shown in goals as shown in goals as shown in goals as shown in
1. Classroom observation tool MOV 1 with a rating MOV 1 with a MOV 1 with a MOV 1 with a rating
of 7
(COT) rating sheet and/or inter- rating of 6 rating of 5 of 4
using appropriate teaching and
learning resources, including
ICT
N SERVICES
Examples:
* Actiity sheets/task sheets/
work sheets
* Power point presentations
* Video clips Submitted at leat 4 Submitted 3 varied Submitted 2 varied
varied teaching and teaching and teaching and Submitted any
learning resources, learning resources, learning resources, teaching and
ncy
including ICT, as including ICT as including ICT as learning resource, No aceptable

Submitted at leat 4 Submitted 3 varied Submitted 2 varied
CURRICUL
BASIC EDUCATION SE
varied teaching and teaching and teaching and Submitted any
* Module learning resources, learning resources, learning resources, teaching and
Efciency
* SIMs-Strategic Intervention including ICT, as including ICT as including ICT as learning resource, No aceptable
Materials evidently shown in evidently shown in evidently shown in including ICT as evidence was
MOV 1 and MOV 1 and MOV 1 and evidently shown in shown
* Others supported by any 1 supported by any 1 supported by any 1 any of the
of the acceptable of the acceptable of the acceptable acceptable MOV
2. Lesson plans/modified DLLs MOV MOV MOV
with appropriate instructional
materials appended
10. Designed, selected,
organized and used
ASSESSMENT AND
diagnostic, formative and Designed, selected, Designed, selected, Designed, selected,

summative assessment Designed, selected, organized and used organized and used organized and used
organized and used
REPORTING
strategies consistent with diagnostic, diagnostic, diagnostic,

diagnostic,
curriculum requirements. formative and formative and formative and
formative and summative summative summative
summative No aceptable
Quality
MOV's assessment assessment assessment
assessment evidence was
1. Classroom observation tool strategies strategies strategies
strategies consistent shown
consistent with consistent with consistent with
(COT) rating sheet and/or inter- with curriculum curriculum curriculum curriculum
observer agreement form about requirements as requirements as requirements as requirements as
using diagnostic, formative and shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
summative assessment with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
startegies
WEIGHT PERFORMANCE INDICATORS RATING

KEY
MFO RESULT OBJECTIVES (Dimensio OUTSTANDING SATISFACTORY UNSATISFACTOR POOR
LINE QET SATISFACTORY RESULTS Q E T
AREA ns) (5) (3) Y (2) (1)
(4)
2. Prepared lesson plans/DLLs
highlighting appropriate use of
formative assessment strategies
3. Developed diagnostic tests:
(a) with TOS reviwed by
superior; (b) with sample
accomplished
questionnaire/answer sheets
G
S
4. Developed summative tests:
(a) with TOS reviwed by
superior; (b) with sample
accomplished
Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1
questionnaire/answer sheets
Efciency
ASSESSMENT AND REPORTING varied assessment assessment tools assessment tools assessment tools as No aceptable
5. Developed performance tools as evidently as evidently shown as evidently shown evidently shown in evidence was
tasks: (a) with rubrics reviewed shown in any 1 of in any 1 of the in any 1 of the any 1 of the shown
by superior; (b) with sample the acceptable MOV acceptable MOV acceptable MOV acceptable MOV
accomplished rubrics
11. Monitored and evaluated
Frequently Occasionally
learner progrss and Rarely monitored
monitored and monitored and
achievement using learner Consistenly and evaluated
evaluated learner evaluated learner
monitored and learner progress
attainment data. progress and progress and No aceptable
Quality
evaluated learner achievement using and achievement
achievement using evidence was
MOV's progress and using learner
learner attainment learner attainment shown
achievement using data as shown in attainment data as
1. Compilation of learner's data as shown in
learner attainment shown in the MOV
the MOV the MOV
written work with summary and data as shown in the submitted
submitted submitted
with signature of parents MOV submitted
2. Formative/summative
assessment tools with TOS and Submitted a Submitted a Submitted a
Efciency
No aceptable
frequency of errors with combination of at combination of at combination of at Submitted 1 evidence was
identified least masterd skills least 4 of the least 3 of the least 2 of the acceptable MOV shown
acceptable MOV acceptable MOV acceptable MOV
3. Class records/ grading sheets

showing index of mastery
Timeliness
Submitted MOV Submitted MOV Submitted MOV Submitted MOV as No aceptable

were distributed were distributed were distributed completed in only 1 evidence was
across 4 quarters across 3 quarters across 2 quarters quarter shown

KEY WEIGHT
LINE (Dimensio
AREA ns) (5) (3) Y (2) (1)
(4)
12. Communicated promptly
and clearly the learner's
needs, progress and
achievement to key
stakeholders, including Occasionally
Consistenly showed Frequently showed
parents/guardians showed prompt Rarely showed
prompt and clear prompt and clear and clear prompt and clear
communication of communication of
ASSESSMENT AND REPORTING
MOV's communication of communication of

the learner's needs, the learners'
the learners' the learners' needs,

progress and needs, progress No aceptable
Quality
needs, progress progress and
1. At least 3 samples of achievement to key and achievement evidence was
and achievement achievement to key
corrected test papers of the stakeholders, to key shown
to key stakeholders,
same 3 learners in the same including stakeholders, stakeholders, including parents/
learning area with parents' or parents/guardians including parents/ including parents/ guardians as shown
guardians' signature and date of as shown in the guardians as guardians as in the MOV
MOV submitted shown in the MOV
receipt shown in the MOV
2. Minutes of PTA meetings or
Parent-Teacher conferences in
all quarters with proof of
parent's/guardian's attendance
3. Report cards with parent's or

guardian's signature in all
quarters supported by minutes Submitted a Submitted a Submitted a
Efciency
No aceptable
of meeting combination of at combination 3 of combination 2 of Submitted any 1 of evidence was
least 4 of the the acceptable the acceptable the given MOV shown
4. Communication with acceptable MOV MOV MOV
parents/guardians using various
modalities
5. Anecdotal record showing
entries per quarter
Timeliness
Submitted MOV Submitted MOV Submitted MOV Submitted MOV as Submitted MOV
6. Other douments showing were distributed were distributed were distributed completed in only 1 was completed in
learner needs, progress and across 4 quarters across 3 quarters across 2 quarters quarter only 1 quarter
acievement submitted to other
stakeholders
RATING
KEY WEIGHT PERFORMANCE INDICATORS
TIME PER KRA ACTUAL
(5) (3) Y (2) (1)
(4)
13. Performed various
related works/activities that
contibute to the teaching-
Frequently Occasionally
learning process. Consistently
performed various performed various Rarely performed

performed various
MOV's related related various related
related work/activities that work/activities that work/activities that No aceptable
Quality
1. Certificate of Recognition or work/activities that contribute to the contribute to the contribute to the evidence was
Participation contribute to the teaching learnig teaching learnig teaching learnig shown
teaching learnig
2. Certificate of Training process as shown process as shown process as shown in
PLUS FACTOR
process as shown in in the MOV in the MOV the MOV submitted

3. Certificate of Speakership the MOV submitted submitted submitted
4. Committee involvment
5. Advisorhip of Co-curricular
activities
6. Book or Journal
Authorship/Co-
authorship/Contributorship
7. Coordinatorship/Chairperson Efciency
Submitted at least 4 Submitted 3 Submitted 2 Submitted any 1 of No aceptable
8. Coaching and mentoring different kinds of different kinds of different kinds of the acceptable evidence was
learners in competitions acceptable MOV acceptable MOV acceptable MOV MOV shown
9. Mentoring pre-service/in-
service teachers

RATING FOR
OVERALL
ACCOMPLISH
MENTS
RATER RATEE APPROVING AUTHORITY

RUEL E. MAGNO JINNY O. OLIVAR ANALIE V. BUHAYAN
Teacher-in-Charge Teacher I PSDS-DISTRICT 8
ATING
SCORE
AVE
ATING
SCORE
AVE
ATING
SCORE
AVE
ATING
SCORE
AVE
ATING
SCORE
AVE
ATING
SCORE
AVE
ATING
SCORE
AVE
ATING
SCORE
AVE
ATING
SCORE
AVE
ATING
SCORE
AVE
Republic of he Philippines
Department of Education
Region VI-Western Visayas
Division of Sagay City
SNHS-OLD SAGAY EXTENSION

Name of employee:Jessa B. Villegas Name of Rater: Jessa B. Lobaton
Position: Substitute Teacher Position: PRINCIPAL I
Review Period:October 2018 - May 2019 Date of Review:
District and School: SNHS -OLD SAGAY EXTENSIO
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM

KEY WEIGHT
AREA ns) (5) (3) Y (2) (1)
(4)
1. Modeled effective
applications of content
knowledge within and Modelled Modelled
Modelled effective
across curriculum teaching Modelled effective effective effective
CONTENT KNOWLEDGE AND
applications of
applications of applications of applications of
areas. content
content knowledge content content
knowledge within No acceptable
BASIC EDUCTION SERVICES
Quality
MOV's within and across knowledge within knowledge within

and across evidence was
currriculum and across and across
1. Classroom observation tool currriculum shown
teaching areas as currriculum currriculum
(COT) rating sheet and/or inter- teaching areas as
shown in MOV 1 teaching areas as teaching areas as
PEDAGOGY
observer agreement form about shown in MOV 1

with a rating of 8 shown in MOV 1 shown in MOV 1
effective applications of content with a rating of 5
knowledge within and across
with a rating of 7 with a rating of 6
curriculum teaching areas.

used in demonstration teaching
highlighting integration of
content knowledge within and Submitted at Submitted at Submitted at least
Submitted at least
across subject areas least 3 lessons as least 2 lessons as 1 lessons as
4 lessons as
Efficiency
evidenced by evidenced by evidenced by No acceptable

evidenced by MOV
MOV 1 and MOV 1 and MOV 1 and evidence was
1 and supported
supported by any supported by any supported by any shown
by any 1 of the
other MOV given
Submitted at Submitted at Submitted at least
Submitted at least
BASIC
least 3 lessons as least 2 lessons as 1 lessons as
CONTE
4 lessons as
Efficiency
3. Instructional materials evidenced by evidenced by evidenced by No acceptable
evidenced by MOV
developed highlighting effective MOV 1 and MOV 1 and MOV 1 and evidence was
1 and supported
application of content supported by any supported by any supported by any shown
by any 1 of the
knowledge within and across 1 of the other 1 of the other 1 of the other
other MOV given
subject areas. MOV given MOV given MOV given

KEY WEIGHT
AREA ns) (5) (3) Y (2) (1)
(4)
material(s) used in
demonstration teaching
highlighting integration of
comtemt knowledge within and
across subject areas.

demostration teaching
NT KNOWLEDGE AND PEDAGOGY
highlighting mastery of lessons

learned.

2. Collaborated with
BASIC EDUCTION SERVICES
colleagues in the conduct

Conducted,
and application of research Conducted and
completed and Conducted action Proposed action No acceptable
Quality
to enrich knowledge of completed action

disseminated research with research with evidence was
content and pedagogy. research with
action research colleagues colleagues shown
colleagues
with colleagues
MOV's
1. Copy the research proposal
focused on enriching knowledge
of content and pedagogy
Efficiency
Submitted at least Submitted at Submitted at Submitted at least No acceptable

4 of the given least 3 of the least 2 of the 1 of the given evidence was
MOV given MOV given MOV MOV shown
CONTENT KNOW
BASIC ED
2. Proof of participation and/or
contribution to a collaborative
Efficiency
research (e.g. e-mail, actual Submitted at least Submitted at Submitted at Submitted at least No acceptable
output submitted, terms of 4 of the given least 3 of the least 2 of the 1 of the given evidence was
reference, etc.) MOV given MOV given MOV MOV shown
3. Certified copleted
collaborative research focused
on enriching knowledge of
content and pedagogy
4. Proof of dissemination of
research findings with
colleagues. Presented the Completed the Conducted the Proposed the
Timeliness
No acceptable
5. Proof of utilization of research research report research report research report research report
evidence was
findings. within the rating within the given within the given within the given
shown
period period period period
6. Others (please 6pecify and

KEY WEIGHT
LINE (Dimensio
AREA ns) (5) (3) Y (2) (1)
(4)
3. Developed and applied
effective teaching
strategies to promote
critical and creative
LEDGE AND PEDAGOGY
Demonstrated Demonstrated Demonstrated Demonstrated

thinking, as well as other effective teaching effective teaching effective teaching effective teaching
higher-order thinking skills. strategies to strategies to strategies to strategies to
promote critical promote critical promote critical promote critical
No acceptable
Quality
and creative and creative and creative and creative

MOV's evidence was
thinking, as well as thinking, as well thinking, as well thinking, as well
1. Classroom observation tool shown
other thinking as other thinking as other thinking as other thinking
(COT) rating sheet and/or inter- skills as shown in skills as shown in skills as shown in skills as shown in
UCTION SERVICES

MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
using effective teaching
strategies to promote critical
rating of 8 rating of 7 rating of 6 rating of 5
and creative teaching, as well as
other higher-order thinking skills
BASIC EDUCTION S
CONTENT KNOWLEDGE
highlighting different taching
strategies that develop critical
and creative thinking and/or
other HOTS
3. Instructional materials Submitted 4 or Submitted 3 or Submitted 2 or Submitted 1 or

highlighting different teaching more lessons as more lessons as more lessons as more lessons as
strategies that develop critical
Efficiency
evidently shown in evidently shown evidently shown evidently shown No acceptable
and creative thinking, and/or
MOV 1 and in MOV 1 and in MOV 1 and in MOV 1 and evidence was
other HOTS
supported by any supported by any supported by any supported by any shown
4. Performance tasks/test 1 of the other MOV 1 of the other 1 of the other 1 of the other
material(s) used in given MOV given MOV given MOV given
demonstration teaching

the demonstration teaching


KEY WEIGHT
TIME PER KRA
VERY ACTUAL
LINE (Dimensio
AREA ns) (5) (3) Y (2) (1)
(4)
4. Worked with colleagues
LEARNING ENVIRONMENT AND DIVERSITY OF LEARNERS

to model and share
effective teachniques in
the management of
classroom structure to
engage learners, Modelled and Modelled and Modelled and Modelled and
individually or in groups, in shared effective shared effective shared effective shared effective
meaningful exploration, classroo classroo classroo classroo
discovery and hands-on management management management management
activities within a range of strategies that strategies that strategies that strategies that
No acceptable
Quality
physical learning engage learners in engage learners engage learners engage learners
evidence was
activities/tasks in activities/tasks in activities/tasks in activities/tasks
environments. shown
done in different done in different done in different done in different

physical learning physical learning physical learning physical learning
environments as environments as environments as environments as
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
MOV's
with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
sharing effective techniques in
the management of classroom
structure

highlighting effective classroom
management strategies that
engage learners in
activities/tasks in different
physical learning environments Submitted at least Submitted at Submitted at
4 lessons least 3 lessons least 2 lessons
Efficiency
Submiied any 1 of No acceptable

supported by MOV supported by supported by
3. Minutes of LAC highlighting the acceptable evidence was
1 and any 1 of the MOV 1 and any 1 MOV 1 and any 1
the sharing on effective MOV shown
other acceptable of the other of the other
classroom management
techniques
MOV acceptable MOV acceptable MOV
4. Instructional materials used
in demonstration teaching

KEY WEIGHT
LINE (Dimensio
AREA ns) (5) (3) Y (2) (1)
(4)
5. Exhibited effective and
constructive behavior
ING ENVIRONMENT AND DIVERSITY OF LEARNERS
management skills by
applying positive and non- Exhibited Exhibited
Exhibited effective Exhibited effective
violent discipline to ensure effective and effective and
and constructive and constructive
learning focused constructive constructive
behavior behavior
environments. behavior behavior
management skills management
MOV's by applying skills by applying
skills by applying skills by applying No acceptable
Quality
Classroom observation tool positive and non- positive and non-
positive and non- positive and non- evidence was
(COT) ratig sheet and/or inter- violent discipline to violent discipline
violent discipline violent discipline shown
observer agreement form about ensure learning to ensure learning
effective teacher management to ensure to ensure
focused focused
of learner behavior using the learning focused learning focused
environments environments
following strategies: environments environments
shown in MOV 1 shown in MOV 1
shown in MOV 1 shown in MOV 1

1. Providing motivation with a rating of 8 with a rating of 5
with a rating of 7 with a rating of 6
2. Praising the learners/giving
positive feedback
3. Setting house rules/guidelines
4. Ensuring learner's active
participation
5. Allowing learners to express
Applied at least 7 of Applied
their ideas/opinions at least 7 Applied at least 7 Applied at least 7 of
Efciency
6. Giving equal opportunities to of the given of the given No acceptable

the given strategies the given strategies
as observed in at observed in at least observed in atasleast as observed in at
strategies as strategies evidence was
learners shown
7. Encouraging learners to ask least 4 lessons least 1 lessons
3 lessons 2 lessons
questions
BASI
LEARNING ENVIRON
6. Worked with colleagues
to share differentiated,
developmentally
appropriate opportunities
to address learner's
Worked with
differences in gender, Worked with Worked with Worked with
colleagues in the colleagues No acceptable
colleagues at least in colleagues in the department or evidence of but
needs, strengths, interests no
Quality evidence was
the district/cluster school level to sharing
and experiences. grade level to shown
level to share lesson share lesson with others
share lesson

KEY WEIGHT
LINE (Dimensio
AREA ns) (5) (3) Y (2) (1)
(4)
MOV's
1. Minutes of LAC session/s,
NING ENVIRONMENT AND DIVERSITY OF
highlighting one's sharing of Submitted at least Submitted at least Submitted at least 1

Submitted at least 1
strategies on differentiated and 1 lesson as 1 lesson as lesson, as
lesson as evidently No acceptable
developmentally appropriate evidently shown in evidently shown in evidenced by either
shown in MOV 1 and evidence was
opportunities to address MOV 1 and MOV 1 and MOV 2 or 3 but no
supported by 3 other shown
learner's differences supported by 2 supported by 1 evidence of sharing
MOV
other MOV other MOV with others
Efficiency

highlighting strategies on
differentiated and
LEARNERS
CATION SERVICES
developmentally-appropriate
opportunities to address
learner's differences
LEA
LEARNING ENVIRON
BASIC EDUCATION SER
3. Corresponding instructional
materials showing differentiated
and developmentally
appropriate opportunities to
address learner's differences
4. Others, (e.g. testimonial,

write-up from colleagues of the
lessons/insights gained from the
Master Teacher;s sharing)
7. Developed and applied

CURRICULUM AND
effective strategies in the

planning and management Developed and Developed and Developed and
of developmentally Developed and
PLANNING
applied effective applied effective applied effective

applied effective
sequenced teaching and strategies showing strategies showing strategies showing strategies showing
developmentally- developmentally- developmentally- No acceptable
Quality
learning processes to meet developmentally-
sequenced teaching sequenced sequenced sequenced evidence was
curriculum requirements
and learning process teaching and teaching and teaching and shown
and varied teaching as shown in MOV 1 shown in MOV 1 as
learning process learning process as learning process as
contexts. shown in MOV 1 shown in MOV 1
with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5

KEY WEIGHT
LINE (Dimensio
AREA ns) (5) (3) Y (2) (1)
(4)
using effective strategies in
implementing developmentally
sequenced teaching and learning
process
2. Results of learners’ assessment Submitted at least Submitted 1

during the actual teaching Submitted at least 4 2-3 lessons as lesson as
lessons as evidenced evidenced by MOV evidenced by MOV Submitted 1 lesson No acceptable
by MOV 1 and 2 as evidenced by
1 and 2 supported 1 and 2 supported evidence was
Efciency
supported by any 1 any 1 of the

by any 1 of the by any 1 of the shown
of the other other acceptable other acceptable acceptable MOV
acceptable MOV MOV MOV
G
Submitted at least Submitted 1
Submitted at least 4 2-3 lessons as lesson as
lessons as evidenced evidenced by MOV evidenced by MOV Submitted 1 lesson No acceptable
3. Lesson plans/modified DLLs used by MOV 1 and 2 as evidenced by
1 and 2 supported 1 and 2 supported evidence was
Efciency
in demonstration teaching supported by any 1 any 1 of the
by any 1 of the by any 1 of the shown
of the other
highlighting developmentally other acceptable other acceptable acceptable MOV
sequenced teaching-learning acceptable MOV MOV MOV
process
CURRICULUM AND PLANNING 4. Instructional materials showing
effective strategies in
developmentally sequenced
teaching and learning process
material(s) used in demonstration
teaching

8. Reviewed with
colleagues, teacher and
Frequently led Occaionally led Rarely led
learner feedback to plan, Consistently led
collaborative reviews collaborative reviews collaborative reviews collaborative reviews No acceptable
Quality
facilitate and enrich of teacher and learner of teacher and of teacher and of teacher and evidence was
feedback as evidenced learner feedback as learner feedback as learner feedback as
teaching practice. shown
by the MOV submitted evidenced by the evidenced by the evidenced by the
MOV submitted MOV submitted MOV submitted
1. Implemented LAC/FGD Plan
2. Minutes of LAC/FGD sessions

on use of teacher and learner
feedback to enrich teaching
practice with proof of
Submiited Submiited 2
attendance Submiited 4 3collaborative collaborative reviews Submiited 1
3. Others (Please specify and collaborative reviews reviews of teacher of teacher and collaborative review
provide annotations) of teacher and learner and learner feedback learner feedback as of teacher and No acceptable
feedback as evidently as evidently shown evidently shown in learner feedback as evidence was
shown in MOV 1 and in MOV 1 and MOV 1 and evidently shown in shown
supported by any 1 of supported by any 1 supported by any 1 any of the acceptable
the acceptable MOV of the acceptable of the acceptable MOV
MOV MOV

KEY WEIGHT
AREA ns) (5) (3) Y (2) (1)
(4)
Submiited 4 Submiited Submiited 2
collaborative 3collaborative collaborative Submiited 1
reviews of teacher reviews of teacher reviews of teacher collaborative
and learner and learner and learner review of teacher
Efciency
No acceptable
feedback as feedback as feedback as and learner evidence was
evidently shown in evidently shown in evidently shown in feedback as shown
MOV 1 and MOV 1 and MOV 1 and evidently shown in
supported by any 1 supported by any 1 supported by any 1 any of the
of the acceptable of the acceptable of the acceptable acceptable MOV
MOV MOV MOV
9. Advised and guided

colleagues in the selection,
organization, development
and use of appropriate
teaching and learning Quality
Consistently advised Frequently advised Occasionally Rarely advised
resources, including ICT, colleagues in the colleagues in the advised colleagues colleagues in the
selection, selection, in the selection, selection,
to address specific learning organization, organization, organization, organization, No acceptable
goals. deevelopment and deevelopment and deevelopment and development and evidence was
appropriate use of appropriate use of appropriate use of appropriate use of shown
teaching and teaching and teaching and teaching and
learning resources learning resources learning resources learning resources
MOV's as shown in the as shown in the as shown in the as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
1. Teaching and learning
resources developed by
colleagues and critiqued on their
alignment to learning goals
2. Lesson plans by colleagues

critiqued in terms of the
alignment of the teaching and Submitted at least 4 Submitted at least Submitted at least Submitted at least 1
learning resources to the teaching and 3 teaching and 2 teaching and teaching and
indicated learning goals and Efcienc learning resources learning resources learning resources learning resources
appropriateness to the target y as evidenced by at as evidenced by at as evidenced by at as evidenced by at
learners
least 1 of the least 1 of the least 1 of the least 1 of the
3. Others (Please specify and acceptable MOV acceptable MOV acceptable MOV acceptable MOV
RATING
TIME PER KRA ACTUAL
LINE (Dimensio
OUTSTANDING SATISFACTORY UNSATISFACTOR POOR RESULTS
(5) (3) Y (2) (1)
(4)
10. Worked collaboratively
with colleagues to review
the design, selection,
organization and use of a
range of effective
diagnostic, formative and
ASSESSMENT AND REPORTING
summative assessment
strategies consistent with
curriculum requirements.
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 of the
test with the curriculum
2.1. formative
test attached to a
lesson plan
2.2. summative
assessment with
TOS
2.3 diagnostic
test with its TOS
11. Interpreted
collaboratively monitoring
and evaluation strategies
of attainment data to
support learner progress
and achievement.
RATING
TIME PER KRA ACTUAL
LINE (Dimensio
OUTSTANDING SATISFACTORY UNSATISFACTOR POOR RESULTS
(5) (3) Y (2) (1)
(4)
1. Collaborative interpretation of
the index of mastery obtained
from 1 class
2. Collaborative interpretation
of item analysis of quarterly
examinations
3. Collaborative interpretation
of results of performance
assessment

12. Applied skills in the
effective communication of
learner needs, progress
and achievement to key
stakeholders, including
parents/guardians.
MOV's
1. Sample agreeme1t 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
improvement
RATING
TIME PER KRA ACTUAL
(5) (3) Y (2) (1)
(4)
4. Sample of learners' test

results signed by parents and
improvement
5. Sample of accomplished
rubrics given for performance
task and corresponding
evidence of improvement 5
6. Attendance sheet/minutes of
parent-teacher conference
7. Signed report cards of

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

13. Performed various
related works/activities
that contribute to the
teaching-learning process.
PLUS FACTOR
MOV's
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

KEY WEIGHT
TIME PER KRA ACTUAL
(5) (3) Y (2) (1)
(4)
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
8. Certificate of Speakership
9. Committee involvement
10. Advisorship of Co-curricular
activities
11. Book or Journal
Authorship/Co-
authorship/Contributorship
12. Coordinatorship/Chairperson
13. Coaching and mentoring

learners in competitions
14. Mentoring pre-service/in-
service teachers
RATING FOR
OVERALL
ACCOMPLISH
MENTS
RATER RATEE APPROVING AUTHORITY
JONA A. ESMALLA DAISY P. RODRIGUEZ MARSETTE D. SABBALUCA, CESO VI

Principal II Master Teacher I Schools Division Superintendent
ATING
SCORE
AVE
ATING
SCORE
AVE
ATING
SCORE
AVE
ATING
SCORE
AVE
ATING
SCORE
AVE
ATING
SCORE
AVE
ATING
SCORE
AVE
ATING
SCORE
AVE
ATING
SCORE
AVE
ATING
SCORE
AVE
ATING
SCORE
AVE
ATING
SCORE
AVE
CESO VI
ndent

Ipcrf 2018 2019

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Republic of he Philippines

BATO NATIONAL HIGH SCHOOL - BAVIERA EXTENSION

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM

content within and across

knowledge of knowledge of knowledge of knowledge of

integration within integration within integration within integration within

knowledge within and across No acceptable

PERFORMANCE INDICATORS RATING

literacy and numeracy skills. different teaching different teaching

MOV's promote reading, promote reading,

2. Lesson plans/modified DLLs

PERFORMANCE INDICATORS RATING

teaching strategies to develop shown in MOV 1 shown in MOV 1 shown in MOV 1

3. Instructional materials Subitted 3 Subitted 2

5. Results of assessment used in

PERFORMANCE INDICATORS RATING

managing classroom structure

2. Lesson plans/modified DLLs

Classroom observation tool that promote that promote

PERFORMANCE INDICATORS RATING

strategies as strategies as strategies as evidence was

in at least 2 lessons teaching strategy in No acceptable

4. Others (Please specify and

PERFORMANCE INDICATORS RATING

sequenced teaching and

3. Instructional materials used and learning process No acceptable

PERFORMANCE INDICATORS RATING

including ICT, as including ICT as including ICT as learning resource, No aceptable

diagnostic, formative and Designed, selected, Designed, selected, Designed, selected,

strategies consistent with diagnostic, diagnostic, diagnostic,

WEIGHT PERFORMANCE INDICATORS RATING

4. Lesson plans/modified DLLs

Submitted MOV Submitted MOV Submitted MOV Submitted MOV as No aceptable

PERFORMANCE INDICATORS RATING

MOV's communication of communication of

the learners' the learners' needs,

3. Report cards with parent's or

performed various performed various Rarely performed

process as shown in in the MOV in the MOV the MOV submitted

10. Others (Please specify and

RATER RATEE APPROVING AUTHORITY

SNHS-OLD SAGAY EXTENSION

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM

MOV's within and across knowledge within knowledge within

observer agreement form about shown in MOV 1

2. Lesson plans/modified DLLs

evidenced by evidenced by evidenced by No acceptable

PERFORMANCE INDICATORS RATING

5. Results of assessment used in

highlighting mastery of lessons

6. Others (please specify and

colleagues in the conduct

to enrich knowledge of completed action

Submitted at least Submitted at Submitted at Submitted at least No acceptable

PERFORMANCE INDICATORS RATING

Demonstrated Demonstrated Demonstrated Demonstrated

and creative and creative and creative and creative

observer agreement form about

3. Instructional materials Submitted 4 or Submitted 3 or Submitted 2 or Submitted 1 or

5. Results of assessment used in

6. Others (please specify and

PERFORMANCE INDICATORS RATING