Name of Employee:

Position:
Bureau: DepEd-Division of Angeles City/ ACNTS
Rating Period: June 2018- March 2019

MFO KRAs Objectives

1. Applied
knowledge of
content within and
across curriculum
teaching areas.
(7.50%)
ledge and Pedagogy (22.50 %)
Content Knowledge and
2. Used a range of
teaching strategies
that enhance
learner
achievement in
literacy and
numeracy skills.
(7.50%)
 3. Applied a range of
teaching strategies
to develop critical
and creative
Content Knowledge and Pedagogy (22.50%)

thinking, as well as
other higher-order
thinking skills.
(7.50%)
 4. Managed
classroom structure

Learning Environment and Diversity of Learners

to engage learners,
individually or in
groups, in
meaningful
exploration,
discovery and
hands-on activities
within a range of
physical learning
(22.50%)

environments.
(7.50%)
 5. Managed learner
behavior
constructively by
applying positive
and non-violent
discipline to ensure
learning-focused
environments.
(7.50%)
ning Environment and Diversity of Learners (22.50%)

6. Used
differentiated,
developmentally
appropriate learning
experiences to
address learners’
gender, needs,
strengths, interests
and experiences.
(7.50%)
 strengths, interests

Learning Environ
and experiences.
(7.50%)
 7. Planned,
managed and
implemented
developmentally
sequenced teaching
and learning
processes to meet
curriculum
requirements and
varied teaching
contexts. (7.50%)
Curriculum and Planning (22.50%)
Curriculum
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching
practice. (7.50%)
 9. Selected,
developed,
organized and used
appropriate
teaching and
learning resources,
including ICT, to
address learning
goals.
Curriculum and Planning (22.50%)
(7.50%)

10. Designed,
selected, organized
and used diagnostic,
formative and
summative
assessment
strategies consistent
with curriculum
requirements.
(7.50%)
22.50%)
 strategies consistent
with curriculum
requirements.
(7.50%)

Assessment and Planning (22.50%)

 11. Monitored and
evaluated learner
progress and
achievement using
learner attainment
data. (7.50%)
Assessment and Planning (22.50%)

12. Communicated
promptly and clearly
the learners’ needs,
progress and
achievement to key
stakeholders,
includingparents/
guardians.
(7.50%)
 stakeholders,
includingparents/

Assessm
guardians.
(7.50%)
 13. Performed
various related
works/activities that
contribute to the
teaching-learning
process. (10%)
Plus Factor (10%)

*To get the score, the rating is multiplied by the

Ratee:
 Department of Ed
Region III
DIVISION OF CITY S
Angeles Cit

INDIVIDUAL PERFORMANCE COMMITME

of Angeles City/ ACNTS

TO BE FILLED IN DURING PLANNING

Means of Verification (MOVs) QET Outstanding

(5)
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about knowledge of content within and Showed knowledge of
across curriculum teaching areas
Quality content and its
2. Lesson plans/modified DLLs developed integration within and
highlighting integration of content across subject areas as
knowledge within and across subject areas shown in MOV 1 with a
rating of 7
3. Instructional materials
highlighting mastery of content and its
integration in other subject areas
4. Submitted at least 4
Efciency

Performance tasks/test material (s) lessons using MOV 1 and

highlighting integration of content supported by any 1 of
knowledge within and across subject areas the other given MOV

5. Others (Please specify

and provide annotations)
Timeliness

Submitted MOV were

facilitated across 4
quarters
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about teaching strategies that enhance
learner achievement in literacy and
numeracy skills Facilitated using different
teaching strategies that

Quality
promote reading, writing
and/or numeracy skills as
2. Lesson shown in MOV 1 with a
plans/modified DLLs used in teaching rating of 7
highlighting learner-centered strategies that
promote literacy and/or numeracy skills
3.
Instructional materials highlighting
learnercentered strategies that promote
literacy and/or numeracy skills

4. Performance tasks/test Submitted at least 4

learner centered lessons

Efciency
material(s) used in teaching.
as evidently shown in
MOV 1 and supported by
5. Results of any 1 of the other MOV
assessment used in teaching. given
6. Others (Please specify and provide
annotations)

Timeliness
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about teaching strategies to develop critical
and creative thinking, as well as other higher
order thinking skills
Used different teaching
strategies that develop

Quality
critical and creative
2. Lesson plans/modified DLLs used in thinking and/or other
teaching highlighting different teaching HOTS as shown in MOV 1
strategies that develop critical and creative with a rating of 7
thinking and/or other HOTS
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 Submitted at least 4
lessons as evidenced by
Efciency

5. MOV 1 and supported by

Results of assessment used in teaching any 1 of the
other given
MOV
6. Others (Please specify and
provide annotations)
Timeliness
1. Classroom observation tool (COT) rating

Quality
sheet and/or inter-observer agreement form
about managing classroom structure that Used classroom
engages learners in various activities management strategies
2. Lesson that engage learners in
plans/modified DLLs highlighting various activities/tasks as shown
classroom management strategies that in
engage learners in activities/tasks in MOV 1 with a
different physical learning environments rating of 7
3. Others (Please
specify and provide annotations)

Efciency
Submitted at least 4
lessons supported by
MOV 1 and any 1 of the
other
acceptable
MOV

Timeliness
Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about teacher management of learner
behavior using the following strategies: Applied teacher
1. Providing motivation management strategies
of learner behavior that

Quality
promote positive and
non-violent discipline as
2. Praising the shown in MOV submitted
learners/Giving positive feedback with a rating of 7

3.
Setting house rules/guidelines

Submitted at least 4 of
Efciency

the given strategies as

4. Ensuring learners’ active observed in at least 4
participation lessons

5. Allowing
learners to express their ideas/opinions
Timeliness

6. Giving equal opportunities to learners

1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about using differentiated, developmentally
7. Encouraging learners to Applied differentiated
appropriate
ask questionslearning experiences teaching strategies to
Quality

2. Lesson plans/modified DLLs address learner diversity

developed highlighting differentiation in as shown in MOV 1 with
content, product, process, learning8. Others a rating of 7
environment orand
(Please specify others according
provide to
annotations)
learners’ gender, needs, strengths, interests
and experiences

3.
environment or others according to
learners’ gender, needs, strengths, interests
and experiences

3.
Instructional materials developed
highlighting differentiation in content, Submitted at least 4
product, process, learning environment or differentiated teaching
others according to learners’ gender, needs,

Efciency
strategies in at least 2
strengths, interests and experiences lessons as evidenced by
MOV 1 and supported by
any 1 of the other
acceptable MOV
4. Others (Please
specify and provide annotations)

Timeliness
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about using developmentally sequenced
teaching and learning process Planned and
2. Lesson plans/modified DLLs implemented
developmentally

Quality
highlighting developmentally sequenced
instruction that meet curriculum goals and sequenced teaching and
varied teaching contexts learning process as
3. Instructional shown in MOV 1 with a
materials used to implement rating of 7
developmentally sequenced teaching and
learning process to meet curriculum
requirements and varied teaching contexts
4. Others
(Please specify and provide annotations)

Submitted at least 4
developmentally
Efciency

sequenced teaching and

learning process as
evidently shown in MOV1
and supported by any 1
of the other given MOV
Timeliness
1. Personal notes of teachers on
LACs/FGDs/meetings with proof of
attendance Consistently participated
in LACs/FGDs/ meetings
to discuss

Quality
2. Minutes of LAC/FGD sessions teacher/learner feedback
on use of teacher and learner feedback to to enrich instruction as
enrich teaching practice with proof of shown in the MOV
attendance submitted
3. Others
(Please specify and provide annotations)

Participated in at least 4

Efciency
LACs/FGDs/ meetings as
evidently shown in any 1
of the given MOV

Timeliness
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about using appropriate teaching and
learning resources, including ICT Examples: Developed and used
varied teaching and
- Activity sheets/task sheets/work learning resources,

Quality
sheets including ICT, to address
learning goals as shown
in MOV 1 with a rating of
- PowerPoint 7
presentations

- Video clips

Submitted at least 4
varied teaching and

Efciency
learning resources,
- Module including ICT, as evidently
shown in MOV 1 and
supported by any 1 of
the acceptable MOV
- SIMs-Strategic
Intervention Materials
Timeliness

- Others

2. Lesson plans/modified
DLLs with appropriate instructional
materials appended
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about using diagnostic, formative and 3.
Others (Please
summative specify and
assessment provide
strategies
annotations) 2. Prepared
lesson plans/modified DLLs highlighting Designed, selected,
appropriate use of formative assessment organized and used
strategies diagnostic, formative and
Quality

summative assessment
3. Developed diagnostic tests: (a) strategies consistent with
with TOS reviewed by superior; (b) with curriculum requirements
sample accomplished questionnaire/answer as shown in MOV 1 with
sheets a rating of 7
appropriate use of formative assessment organized and used
strategies diagnostic, formative and

Quality
summative assessment
3. Developed diagnostic tests: (a) strategies consistent with
with TOS reviewed by superior; (b) with curriculum requirements
sample accomplished questionnaire/answer as shown in MOV 1 with
sheets a rating of 7
4. Developed
summative tests: (a) with TOS reviewed by
superior; (b) with sample accomplished
questionnaire/answer sheets
5. Developed performance tasks: (a) with
rubrics reviewed by superior; (b) with
sample accomplished rubrics
Submitted at least 4

Efciency
6. Others (Please specify varied assessment tools
and provide annotations) as evidently shown in any
1 of the acceptable MOV

Timeliness
1. Compilation of a learner’s written work
with summary of results and with signature
of parents
Consistently monitored
2. Formative/summative and evaluated learner
assessment tools with TOS and frequency of progress and

Quality
errors with identified least mastered skills achievement using
learner attainment data
3. Class as shown in the MOV
records/grading sheets submitted

4. Lesson plans/modified DLLs

showing index of mastery
Efciency
Submitted a combination
5. Others of at least 4 of the
(Please specify and provide annotations) acceptable MOV
Timeliness

Submitted MOV were

distributed across 4
quarters

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
2. Minutes of PTA meetings Consistently showed
or Parent-Teacher conferences in all quarters prompt and clear
with proof of parent’s/guardian’s attendance communication of the
learners’ needs, progress
Quality

3. Report cards with and achievement to key

parent’s or guardian’s signature in all stakeholders, including
quarters supported by minutes of meeting parents/guardians as
shown in the MOV
4.
or Parent-Teacher conferences in all quarters prompt and clear
with proof of parent’s/guardian’s attendance communication of the
learners’ needs, progress

Quality
3. Report cards with and achievement to key
parent’s or guardian’s signature in all stakeholders, including
quarters supported by minutes of meeting parents/guardians as
shown in the MOV
4. submitted
Communication with parents/guardians
using various modalities

5. Anecdotal record
showing entries per quarter

Efciency
Submitted a combination
6. of at least 4 of the
Other documents showing learner needs, acceptable MOV
progress and achievement submitted to
other stakeholders

Timeliness
Submitted MOV were
distributed across 4
quarters
 1. Certificate of Recognition or Participation

Consistently performed
2. Certificate of Training various related
work/activities that

Quality
contribute to the
teaching learning process
3. as shown in the MOV
Certificate of Speakership submitted

4. Committee
involvement
Efciency

Submitted at least 4
different kinds of
acceptable MOV
5. Advisorship of Co-curricular
activities

6. Book
Timeliness

or Journal Authorship/Coauthorship/
Contributorship

7.
Coordinatorship/Chairpersonship

8. Coaching and mentoring

*To get the score, the rating is multiplied by the weight assigned.
learners in competitions

9.
 Rater:

0
0
 Department of Education
Region III
DIVISION OF CITY SCHOOLS
Angeles City

ANCE COMMITMENT AND REVIEW FORM (IPCRF)

Rater:
Position:
Date of Review:

ANNING
Performance Indicators
Very Satisfactory Unsatisfactory
Satisfactory (4) (3) (2)

Showed knowledge of Showed knowledge of Showed knowledge of

content and its content and its content and its
integration within and integration within and integration within and
across subject areas as across subject areas as across subject areas as
shown in MOV 1 with a shown in MOV 1 with a shown in MOV 1 with a
rating of 6 rating of 5 rating of 4

Submitted at least 3 Submitted at least 2

lessons using MOV 1 and lessons using MOV 1 and Submitted any 1 of the
supported by any 1 of supported by any 1 of given MOV
the other given MOV the other given MOV

Submitted MOV were Submitted MOV were Submitted MOV was

facilitated across 3 facilitated across 2 completed in only 1
quarters quarters quarter
Facilitated using different Facilitated using different Facilitated using different
teaching strategies that teaching strategies that teaching strategies that
promote reading, writing promote reading, writing promote reading, writing
and/or numeracy skills as and/or numeracy skills as and/or numeracy skills as
shown in MOV 1 with a shown in MOV 1 with a shown in MOV 1 with a
rating of 6 rating of 5 rating of 4

Submitted 3 learner Submitted 2 learner Submitted 1 learner

centered lessons as centered lessons as
evidently shown in MOV evidently shown in MOV centered lessons as
1 and supported by any 1 1 and supported by any 1 evidently shown in any of
of the other MOV given of the other MOV given the given MOV
 Used different teaching Used different teaching Used different teaching
strategies that develop strategies that develop strategies that develop
critical and creative critical and creative critical and creative
thinking and/or other thinking and/or other thinking and/or other
HOTS as shown in MOV 1 HOTS as shown in MOV 1 HOTS as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4

Submitted 3 lessons as Submitted 2 lessons as

evidenced by MOV 1 and evidenced by MOV 1 and Submitted 1 lessos as
supported by any 1 of supported by any 1 of evidenced by any 1 of the
the the given MOV
other given other given
MOV MOV
Used classroom Used classroom Used classroom
management strategies management strategies management strategies
that engage learners in that engage learners in that engage learners in
activities/tasks as shown activities/tasks as shown activities/tasks as shown
in in in
MOV 1 with a MOV 1 with a MOV 1 with a
rating of 6 rating of 5 rating of 4

Submitted 3 lessons Submitted 2 lessons

supported by MOV 1 and supported by MOV 1 and Submitted 1 lesson
any 1 of the other any 1 of the other supported by of the
acceptable acceptable acceptable MOV
MOV MOV
Applied teacher Applied teacher Applied teacher
management strategies management strategies management strategies
of learner behavior that of learner behavior that of learner behavior that
promote positive and promote positive and promote positive and
non-violent discipline as non-violent discipline as non-violent discipline as
shown in MOV submitted shown in MOV submitted shown in MOV submitted
with a rating of 6 with a rating of 5 with a rating of 4

Submitted at least 4 of Submitted at least 4 of Submitted any 1 of the

the given strategies as the given strategies as given strategies as
observed in at least 3 observed in at least 2 observed in only 1
lessons lessons lessons

Applied differentiated Applied differentiated Applied differentiated

teaching strategies to teaching strategies to teaching strategies to
address learner diversity address learner diversity address learner diversity
as shown in MOV 1 with as shown in MOV 1 with as shown in MOV 1 with
a rating of 6 a rating of 5 a rating of 4
Submitted 3 Submitted 2
differentiated teaching differentiated teaching Submitted 1
strategies in at least 2 strategies in at least 2 differentiated teaching
lessons as evidenced by lessons as evidenced by strategy in only 1 lesson
MOV 1 and supported by MOV 1 and supported by as evidenly shown in any
any 1 of the other any 1 of the other 1 of the acceptable MOV
acceptable MOV acceptable MOV
Planned and Planned and Planned and
implemented implemented implemented
developmentally developmentally developmentally
sequenced teaching and sequenced teaching and sequenced teaching and
learning process as learning process as learning process as
shown in MOV 1 with a shown in MOV 1 with a shown in MOV 1 with a
rating of 6 rating of 5 rating of 4

Submitted 3 Submitted 2 Submitted 1

developmentally developmentally
sequenced teaching and sequenced teaching and developmentally
sequenced teaching and
learning process as learning process as
evidently shown in MOV1 evidently shown in MOV1 learning process as
and supported by any 1 and supported by any 1 evidently shown in any of
of the other given MOV of the other given MOV the given MOV1
Frequently participated Occasionally participated Rarely participated in
in LACs/FGDs/ meetings in LACs/FGDs/ meetings LACs/FGDs/ meetings to
to discuss to discuss
teacher/learner feedback teacher/learner feedback discuss teacher/learner
to enrich instruction as to enrich instruction as feedback to enrich
instruction as shown in
shown in the MOV shown in the MOV the MOV submitted
submitted submitted

Participated in 3 Participated in 2 Participated in 1

LACs/FGDs/ meetings as LACs/FGDs/ meetings as LACs/FGDs/ meetings as
evidently shown in any 1 evidently shown in any 1 evidently shown in any 1
of the given MOV of the given MOV of the given MOV
Developed and used Developed and used Developed and used
varied teaching and varied teaching and varied teaching and
learning resources, learning resources, learning resources,
including ICT, to address including ICT, to address including ICT, to address
learning goals as shown learning goals as shown learning goals as shown
in MOV 1 with a rating of in MOV 1 with a rating of in MOV 1 with a rating of
6 5 4

Submitted 3 varied Submitted 2 varied

teaching and learning teaching andlearning Submitted any teaching
resources, including ICT, resources, including ICT, and learning resources,
as evidently shown in as evidently shown in including ICT, as evidently
MOV 1 and supported by MOV 1 and supported by shown in any of the
any 1 of the acceptable any 1 of the acceptable acceptable MOV
MOV MOV

Designed, selected, Designed, selected, Designed, selected,

organized and used organized and used organized and used
diagnostic, formative and diagnostic, formative and diagnostic, formative and
summative assessment summative assessment summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements curriculum requirements curriculum requirements
as shown in MOV 1 with as shown in MOV 1 with as shown in MOV 1 with
a rating of 6 a rating of 5 a rating of 4
organized and used organized and used organized and used
diagnostic, formative and diagnostic, formative and diagnostic, formative and
summative assessment summative assessment summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements curriculum requirements curriculum requirements
as shown in MOV 1 with as shown in MOV 1 with as shown in MOV 1 with
a rating of 6 a rating of 5 a rating of 4

Submitted 3 varied Submitted 2 varied Submitted 1 assessment

assessment tools as assessment tools as tool as evidently shown
evidently shown in any 1 evidently shown in any 1 in any of the acceptable
of the acceptable MOV of the acceptable MOV MOV
Frequently monitored Occasionally monitored Rarely monitored and
and evaluated learner and evaluated learner evaluated learner
progress and progress and progress and
achievement using achievement using achievement using
learner attainment data learner attainment data learner attainment data
as shown in the MOV as shown in the MOV as shown in the MOV
submitted submitted submitted

Submitted a combination Submitted a combination Submitted 1 acceptable

of 3 of the acceptable of 2 of the acceptable MOV
MOV MOV

Submitted MOV were Submitted MOV were Submitted MOV was

distributed across 3 distributed across 2 completed in only 1
quarters quarters quarter

Frequently showed Occasionally showed Rarely showed prompt

prompt and clear prompt and clear and clear communication
communication of the communication of the of the learners’ needs,
learners’ needs, progress learners’ needs, progress progress and
and achievement to key and achievement to key achievement to key
stakeholders, including stakeholders, including stakeholders, including
parents/guardians as parents/guardians as parents/guardians as
shown in the MOV shown in the MOV shown in the MOV
prompt and clear prompt and clear and clear communication
communication of the communication of the of the learners’ needs,
learners’ needs, progress learners’ needs, progress progress and
and achievement to key and achievement to key achievement to key
stakeholders, including stakeholders, including stakeholders, including
parents/guardians as parents/guardians as parents/guardians as
shown in the MOV shown in the MOV shown in the MOV
submitted submitted submitted

Submitted a combination Submitted a combination Submitted any 1 of the

of 3 of the acceptable of 2 of the acceptable given MOV
MOV MOV

Submitted MOV were Submitted MOV were Submitted MOV was

distributed across 3 distributed across 2 completed in only 1
quarters quarters quarter
Frequently performed Occasionally performed Rarely performed various
various related various related related work/activities
work/activities that work/activities that that contribute to the
contribute to the contribute to the
teaching learning process teaching learning process teaching learning process
as shown in the MOV
as shown in the MOV as shown in the MOV submitted
submitted submitted

Submitted 3 different Submitted 2 different Submitted any 1 of the

kinds of acceptable MOV kinds of acceptable MOV acceptable MOV

OVERALL RATING
0
0
 TO BE FILLED DURING EVALUATION
Rating
Poor Actual
(1) Results Q E T Ave Score

No
acceptable
evidence
was shown

No
acceptable 5 5 5 5 0.375
evidence
was shown

No
acceptable
evidence
was shown
No
acceptable
evidence
was shown

5 5 N/A 5 0.375

No
acceptable
evidence
was shown
No
acceptable
evidence
was shown

5 5 N/A 5 0.375

No
acceptable
evidence
was shown

subtotal 1.125
No
acceptable
evidence
was shown

No 5 5 N/A 5 0.375
acceptable
evidence
was shown
No
acceptable
evidence
was shown

5 5 N/A 5 0.375
No
acceptable
evidence
was shown

No
acceptable
evidence
was shown
 No 5 5 N/A 5 0.375
acceptable
evidence
was shown

subtotal 1.125
No
acceptable
evidence
was shown

5 5 N/A 5 0.375
No
acceptable
evidence
was shown
No
acceptable
evidence
was shown

5 5 N/A 5 0.375
No
acceptable
evidence
was shown
No
acceptable
evidence
was shown

5 5 N/A 5 0.375

No
acceptable
evidence
was shown

subtotal 1.125

No
acceptable
evidence
was shown
No
acceptable
evidence
was shown

5 5 N/A 5 0.375

No
acceptable
evidence
was shown
No
acceptable
evidence
was shown

5 5 5 5 0.375
No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown
No
acceptable
evidence
was shown

5 5 5 5 0.375

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

subtotal 1.125
 No
acceptable
evidence
was shown

5 5 N/A 5 0.500
No
acceptable
evidence
was shown

subtotal 0.500

Total 5.000

ERALL RATING FOR ACCOMPLISHMENTS O

APPROVED:

EDNA V. TONGOL
Principal