Republic of the Philippines

Department of Education
Region V
DIVISION OF SORSOGON
Sorsogon

NAME OF RATEE: MYLENE LACTUD ALIM POSITION TITLE: TEACHER I

PERFORMANCE REVIEW AND EVALUATION

S.Y. 2018-2019
KRAs Objectives Performance Indicator MOVs Presented Recommended Rating
QUALITY Q–4
E–5
5. Showed knowledge of content and its integration T–
within and across subject areas as shown in MOV 1
with a rating of 7
Initial Result:
4. Showed knowledge of content and its integration 0.3375
within and across subject areas as shown in MOV 1
with a rating of 6

. Showed knowledge of content and its integration

within and across subject areas as shown in MOV 1
Proper documents were attched
with a rating of 5 as supporting guidance such as
pictures during the actual
2. Showed knowledge of content and its integration
within and across subject areas as shown in MOV 1 process of teaching.
1. Content Knowledge and 1. Applied knowledge of content within and with a rating of 4
Pedagogy across curriculum teaching areas 1. No acceptable evidence was shown

EFFECIENCY

5. Submitted at least 4 lessons using MOV 1 and

supported by any 1 of the other given MOV

4. Submitted 3 lessons using MOV 1 and supported

by any 1 of the other given MOV

3. Submitted 2 lessons using MOV 1 and supported

by any 1 of the other given MOV

2. Submitted any 1 of the given MOV

1. No acceptable evidence was shown

KRAs Objectives Performance Indicator MOVs Presented Recommended Rating
QUALITY Q–4
E–5
5. Facilitated using different teaching strategies T–
that promote reading, writing and/or numeracy
skills as shown in MOV 1 with a rating of 7
Initial Result:
4. Facilitated using different teaching strategies 0.3375
that promote reading, writing and/or numeracy
skills as shown in MOV 1 with a rating of 6

3. Facilitated using different teaching strategies

‘sthat promote reading, writing and/or numeracy
skills as shown in MOV 1 with a rating of 5

2. Facilitated using different teaching strategies

that promote reading, writing and/or numeracy Evident pictures are shown
skills as shown in MOV 1 with a rating of 4 during the actual demonstration
2. Used a range of teaching strategies that with valid documents as MOV’s
1. No acceptable evidence was shown
enhance
learner achievement in literacy and numeracy EFFECIENCY
skills.
5. Submitted at least 4 learner-centered lessons as
evidently shown in MOV 1 and supported by any 1
of the other MOV given

4. Submitted 3 learner-centered lessons as

evidently shown in MOV 1 and supported by any 1
of the other MOV given

3. Submitted 2 learner-centered lessons as

evidently shown in MOV 1 and supported by any 1
of the other MOV given

2. Submitted 1 learner-centered lesson as evidently

shown in any of the given MOV

1. No acceptable evidence was shown

QUALITY Q–4
E–5
5. Used different teaching strategies that develop T–
critical and creative thinking and/or other HOTS as
3. Applied a range of teaching strategies to shown in MOV 1 with a rating of 7
develop critical and creative thinking, as well as Initial Result:
4. Used different teaching strategies that develop 0.3375
other higher order thinking skills. critical and creative thinking and/or other HOTS as
shown in MOV 1 with a rating of 6
 KRAs Objectives Performance Indicator MOVs Presented Recommended Rating
3. Used different teaching strategies that develop Proper documents were
critical and creative thinking and/or other HOTS as
shown in MOV 1 with a rating of 5 attached as supporting evidence
such as pictures during the
2. Used different teaching strategies that develop actual process of teaching.
critical and creative thinking and/or other HOTS as
shown in MOV 1 with a rating of 4

1. No acceptable evidence was shown

EFFECIENCY

5. Submitted at least 4 lessons as evidenced by

MOV 1 and supported by any 1 of the other given
MOV

4. Submitted 3 lessons as evidenced by MOV 1 and

supported by any 1 of the other given MOV

3. Submitted 2 lessons as evidenced by MOV 1 and

supported by any 1 of the other given MOV

2. Submitted 1 lesson as evidenced by any 1 of the

given MOV

1. No acceptable evidence was shown

QUALITY Q–4
E–5
5. Used classroom management strategies that T–
engage learners in activities/tasks as shown in
MOV 1 with a rating of 7
Initial Result:
4. Used classroom management strategies that 0.3375
engage learners in activities/tasks as shown in
MOV 1 with a rating of 6
4. Managed classroom structure to engage
2. Learning Environment learners, individually or in groups, in meaningful 3. Used classroom management strategies that
engage learners in activities/tasks as shown in
and Diversity of Learners exploration, discovery and hands-on activities MOV 1 with a rating of 5 Proper documents were
within a range of physical learning environments attached as supporting evidence
2. Used classroom management strategies that
engage learners in activities/tasks as shown in such as pictures during the
MOV 1 with a rating of 4 actual hands-on activitied given
during of teaching and learning
1. No acceptable evidence was shown
process.
EFFECIENCY
KRAs Objectives
5. Managed learner behavior constructively by
applying positive and non-violent discipline to
ensure learning-focused environments.
Performance Indicator MOVs Presented Recommended Rating
5. Submitted at least 4 lessons supported by MOV 1
and any 1 of the other acceptable MOV
4. Submitted 3 lessons supported by MOV 1 and
any 1 of the other acceptable MOV
3. Submitted 2 lessons supported by MOV 1 and
any 1 of the other acceptable MOV
2. Submitted 1 lesson supported by any of the
acceptable MOV
1. No acceptable evidence was shown
QUALITY Q–4
E–5
5. Applied teacher management strategies of T–
learner behavior that promote positive and non-
violent discipline as shown in MOV submitted with
a rating of 7 Initial Result:
0.3375
4. Applied teacher management strategies of
learner behavior that promote positive and non-
violent discipline as shown in MOV submitted with
a rating of 6
3. Applied teacher management strategies of
learner behavior that promote positive and non-
violent discipline as shown in MOV submitted with
a rating of 5
2. Applied teacher management strategies of
learner behavior that promote positive and non-
violent discipline as shown in MOV submitted with
a rating of 4 All activities are shown as
1. No acceptable evidence was shown
MOV’s with a conducive type of
learning environment.
EFFECIENCY
5. Submitted at least 4 of the given strategies as
observed in at least 4 lessons
4. Submitted at least 4 of the given strategies as
observed in 3 lessons
3. Submitted at least 4 of the given strategies as
observed in 2 lessons
2. Submitted any 1 of the given strategies as
observed in only 1 lesson
 KRAs Objectives Performance Indicator MOVs Presented Recommended Rating
1. No acceptable evidence was shown

QUALITY Q–4
E–5
5. Applied differentiated teaching strategies to T–
address learner diversity as shown in MOV 1 with a
rating of 7
Initial Result:
4. Applied differentiated teaching strategies to 0.3375
address learner diversity as shown in MOV 1 with a
rating of 6

3. Applied differentiated teaching strategies to

address learner diversity as shown in MOV 1 with a
rating of 5

2. Applied differentiated teaching strategies to

address learner diversity as shown in MOV 1 with a
rating of 4
All activities were presented
6. Used differentiated, developmentally 1. No acceptable evidence was shown
with valid MOV’s.
appropriate learning experiences to address
learners’ gender, needs, strengths, interests and EFFECIENCY
experiences. 5. Submitted at least 4 differentiated teaching
strategies in at least 2 lessons as evidenced by
MOV 1 and supported by any 1 of the other
acceptable MOV

4. Submitted 3 differentiated teaching strategies in

at least 2 lessons as evidenced by MOV 1 and
supported by any 1 of the other acceptable MOV

3. Submitted 2 differentiated teaching strategies in

2 lessons as evidenced by MOV 1 and supported by
any 1 of the other acceptable MOV

2. Submitted any 1 differentiated teaching strategy

in only 1 lesson as evidently shown in any 1 of the
acceptable MOV

1. No acceptable evidence was shown

7. Planned, managed and implemented QUALITY Q–4

E–5
developmentally sequenced teaching and 5. Planned and implemented developmentally
3. Curriculum and Planning T–
learning processes to meet curriculum sequenced teaching and learning process as shown Initial Result:
in MOV 1 with a rating of 7
requirements and varied teaching contexts. 0.3375
KRAs Objectives Performance Indicator MOVs Presented Recommended Rating
4. Planned and implemented developmentally Evident pictures are shown
sequenced teaching and learning process as shown
in MOV 1 with a rating of 6 during the actual demonstration
with valid documents as MOV’s.
3. Planned and implemented developmentally
sequenced teaching and learning process as shown
in MOV 1 with a rating of 5

2. Planned and implemented developmentally

sequenced teaching and learning process as shown
in MOV 1 with a rating of 4

1. No acceptable evidence was shown

EFFECIENCY

5. Submitted at least 4 developmentally sequenced

teaching and learning process as evidently shown in
MOV 1 and supported by any 1 of the other given
MOV

4. Submitted 3 developmentally sequenced

teaching and learning process as evidently shown in
MOV 1 and supported by any 1 of the other given
MOV

3. Submitted 2 developmentally sequenced

teaching and learning process as evidently shown in
MOV 1 and supported by any 1 of the other given
MOV

2. Submitted 1 developmentally sequenced

teaching and learning process as evidently shown in
any 1 of the given MOV

1. No acceptable evidence was shown

8. Participated in collegial discussions that use
teacher and learner feedback to enrich teaching
practice.
QUALITY Q–5
E–5
5. Consistently participated in LACs/FGDs/ T–
meetings to discuss teacher/learner feedback to
enrich instruction as shown in the MOV submitted
Initial Result:
4. Frequently participated in LACs/FGDs/ meetings
Valid pictures and notes during 0.375
to discuss teacher/learner feedback to enrich
instruction as shown in the MOV submitted the actual LAC Session and other
collegial discussions of teachers.
3. Occasionally participated in LACs/FGDs/
meetings to discuss teacher/learner feedback to
enrich instruction as shown in the MOV submitted
KRAs Objectives
9. Selected, developed, organized and used
appropriate teaching and learning resources,
including ICT, to address learning goals.
Performance Indicator MOVs Presented Recommended Rating
2. Rarely participated in LAC/FGD/ meeting to
discuss teacher/learner feedback to enrich
instruction as shown in the MOV submitted
1. No acceptable evidence was shown
EFFECIENCY
5. Participated in at least 4 LACs/FGDs/ meetings as
evidently shown in any 1 of the given MOV
4. Participated in 3 LACs/FGDs/ meetings as
evidently shown in any 1 of the given MOV
3. Participated in 2 LACs/FGDs/ meetings as
evidently shown in any 1 of the given MOV
2. Participated in 1 LAC/FGD/ meeting as evidently
shown in any 1 of the given MOV
1. No acceptable evidence was shown
QUALITY Q–4
E–5
5. Developed and used varied teaching and learning T–
resources, including ICT, to address learning goals
as shown in MOV 1 with a rating of 7
Initial Result:
4. Developed and used varied teaching and learning 0.3375
resources, including ICT, to address learning goals
as shown in MOV 1 with a rating of 6
All activities were presented
3. Developed and used varied teaching and learning
resources, including ICT, to address learning goals
with valid MOV’s with the use of
ICT.
as shown in MOV 1 with a rating of 6
2. Developed and used varied teaching and learning
resources, including ICT, to address learning goals
as shown in MOV 1 with a rating of 4
1. No acceptable evidence was shown
EFFECIENCY
5. Submitted at least 4 varied teaching and learning
resources, including ICT, as evidently shown in MOV
1 and supported by any 1 of the acceptable MOV
 KRAs Objectives Performance Indicator MOVs Presented Recommended Rating
4. Submitted 3 varied teaching and learning
resources, including ICT, as evidently shown in MOV
1 and supported by any 1 of the acceptable MOV

3. Submitted 2 varied teaching and learning

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

2. Submitted any teaching and learning resource,

including ICT, as evidently shown in any of the
acceptable MOV

1. No acceptable evidence was shown

QUALITY Q–5
E–3
5. Designed, selected, organized and used T–
diagnostic, formative and summative assessment
strategies consistent with curriculum requirements
as shown in MOV 1 with a rating of 7 Initial Result:
0.3
4. Designed, selected, organized and used
diagnostic, formative and summative assessment
strategies consistent with curriculum requirements
as shown in MOV 1 with a rating of 6
Pictures of summative and
3. Designed, selected, organized and used formative tests are presented as
diagnostic, formative and summative assessment MOV’s.
strategies consistent with curriculum requirements
as shown in MOV 1 with a rating of 5
10. Designed, selected, organized and used
2. Designed, selected, organized and used
4. Assessment and diagnostic, formative and summative assessment diagnostic, formative and summative assessment
Reporting strategies consistent with curriculum strategies consistent with curriculum requirements
as shown in MOV 1 with a rating of 4
requirements.
1. No acceptable evidence was shown

EFFECIENCY

5. Submitted at least 4 varied assessment tools as

evidently shown in any 1 of the acceptable MOV

4. Submitted 3 varied assessment tools as evidently

shown in any 1 of the acceptable MOV

3. Submitted 2 varied assessment tools as evidently

shown in any 1 of the acceptable MOV

2. Submitted 1 assessment tool as evidently shown

in any of the acceptable MOV
KRAs Objectives
11. Monitored and evaluated learner progress
and achievement using learner attainment data.
Performance Indicator MOVs Presented Recommended Rating
1. No acceptable evidence was shown
QUALITY Q–5
E–5
5. Consistently monitored and evaluated learner T–5
progress and achievement using learner attainment
data as shown in the MOV submitted
Initial Result:
4. Frequently monitored and evaluated learner 0.375
progress and achievement using learner attainment
data as shown in the MOV submitted
3. Occasionally monitored and evaluated learner
progress and achievement using learner attainment
data as shown in the MOV submitted
2. Rarely monitored and evaluated learner progress
and achievement using learner attainment data as
shown in the MOV submitted
1. No acceptable evidence was shown
EFFECIENCY
Proper documents were
5. Submitted a combination of at least 4 of the attached as supporting evidence
acceptable MOV such as class records and
4. Submitted a combination of 3 of the acceptable
written works of learners.
MOV
3. Submitted a combination of 2 of the acceptable
MOV
2. Submitted 1 acceptable MOV
1. No acceptable evidence was shown
TIMELINESS
5. Submitted MOV were distributed across 4
quarters
4. Submitted MOV were distributed across 3
quarters
3. Submitted MOV were distributed across 2
quarters
2. Submitted MOV was completed in only 1 quarter
KRAs Objectives Performance Indicator MOVs Presented Recommended Rating
1. No acceptable evidence was shown

QUALITY Q–5
E–5
5. Consistently showed prompt and clear T–5
communication of the learners’ needs, progress
and achievement to key stakeholders, including
parents/ guardians as shown in the MOV submitted Initial Result:
0.375
4. Frequently showed prompt and clear
communication of the learners’ needs, progress
and achievement to key stakeholders, including
parents/ guardians as shown in the MOV submitted

3. Occasionally showed prompt and clear

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

2. Rarely showed prompt and clear communication

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

12. Communicated promptly and clearly the 1. No acceptable evidence was shown
Valid MOV’s are presented such
learners’ needs, progress and achievement to key as Notice of PTA Meeting,
stakeholders, including parents/guardians. EFFECIENCY
Attendance sheet, Minutes of
5. Submitted a combination of at least 4 of the meeting and Leraners Report
acceptable MOV Cards.
4. Submitted a combination of 3 of the acceptable
MOV

3. Submitted a combination of 2 of the acceptable

MOV

2. Submitted 1 acceptable MOV

1. No acceptable evidence was shown

TIMELINESS

5. Submitted MOV were distributed across 4

quarters

4. Submitted MOV were distributed across 3

quarters
 KRAs Objectives Performance Indicator MOVs Presented Recommended Rating
3. Submitted MOV were distributed across 2
quarters

2. Submitted MOV was completed in only 1 quarter

1. No acceptable evidence was shown

QUALITY Q–5
E–5
5. Consistently performed various related T–
work/activities that contribute

4. Frequently performed various related Initial Result:

work/activities that contribute 0.375
3. Frequently performed various related
work/activities that contribute

2. Rarely performed various related work/activities

13. Performed various related works/activities
5. Plus Factor
that contribute to the teaching-learning process.
MOV’s shown are in the actual
that contribute pictures of various related
works/activities that the teacher
1. No acceptable evidence was shown
attended for the school year
round.
EFFECIENCY

5. Submitted at least 4 different kinds of acceptable

MOV

4. Submitted 3 different kinds of acceptable MOV

3. Submitted 2 different kinds of acceptable MOV

2. Submitted any 1 of the acceptable MOV

1. No acceptable evidence was shown

Cluster/District Review and Evaluation Committee:

____________________ ______________________ ____________________ ___________________

Member Member Member Member

____________________________________
Central Principal/Cluster Head
Chairman