Position and Competency Profile: Job Summary

POSITION AND COMPETENCY PROFILE PCP No.
_________ Revision Code: 00
Department of Education
Position Title TEACHER II Salary Grade 12
Parenthetical Title
Office Unit BIGAO ELEMENTARY SCHOOL Effectivity Date June, 2018
Reports to Page/s
Position Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary Education plus 27 professional unit in Education
Experience None required
Eligibility RA 1080
Trainings None required
B. Preferred Qualifications
Education BEED/College Graduate with MA units 27 units
Experience
Eligibility LET Passers
Trainings In-Service training
DUTIES AND RESPONSIBILITIES
1. Applies mastery of content knowledge and its application across learning areas
2. Facilitates learning using appropriate and innovative teaching strategies and classroom management practices
3. Manages an environment conducive to learning
4. Addresses learner diversity
5. Implements and supervises curricular and co-curricular programs to support learning
6. Monitors and evaluates learner progress and undertakes activities to improve learner performance
7. Maintains updated records of learners’ progress
8. Counsels and guides learners
9. Works with relevant stakeholders, both internal and external, to promote learning and improve school performance
10. Undertakes activities towards personal and professional growth
11. Does related work
Major Final Outputs Key Result Areas Performance Indicators
(MFOs) (KRAs)
Objectives Means of Verification (MOV) Outstanding Very Satisfactory
QET
(5) (4)
1. Applied knowledge of Showed Showed
content within and across knowledge of knowledge of
curriculum teaching areas. 1. Classroom observation tool (COT) rating sheet and/or content and its content and its
inter-observer agreement form about knowledge of integration within integration within
content within and across curriculum teaching areas and across subject and across subject
Quality areas as shown in areas as shown in
MOV 1 with a MOV 1 with a
rating of 7 rating of 6
2. Lesson plans/modified DLLs developed highlighting
integration of content knowledge within and across
subject areas
Submitted at least Submitted 3
3. Instructional materials highlighting mastery of 4 lessons using lessons using
content and its integration in other subject areas MOV 1 and MOV 1 and
Efficiency supported by any supported by any
4. Performance tasks/test material(s) highlighting 1 of the other 1 of the other
integration of content knowledge within and across MOV given MOV given
subject areas
5. Others (Please specify and provide annotations) Timeliness
2. Used a range of teaching Facilitated using Facilitated using
strategies that enhance different teaching different teaching
learner achievement in 1. Classroom observation tool (COT) rating sheet and/or strategies that strategies that
literacy and numeracy skills. inter-observer agreement form about teaching promote reading, promote reading,
strategies that enhance learner achievement in literacy writing and/or writing and/or
and numeracy skills numeracy skills as numeracy skills as
Quality shown in MOV 1 shown in MOV 1
with a rating of 7 with a rating of 6
2. Lesson plans/modified DLLs used in teaching

highlighting learner-centered strategies that promote
literacy and/or numeracy skills
Submitted 3 learner
Content Knowledge centered lessons as
and Pedagogy 3. Instructional materials highlighting learnercentered
Submitted at least 4 evidently shown in
strategies that promote literacy and/or numeracy skills learnercentered MOV 1 and
lessons as evidently supported by any 1
Efficiency shown in MOV 1 and of the other MOV
supported by any 1 given
4. Performance tasks/test material(s) used in teaching of the other MOV
given
5. Results of assessment used in teaching

3. Applied a range of teaching Used different Used different
strategies to develop critical teaching teaching
and creative thinking, as well 1. Classroom observation tool (COT) rating sheet and/or strategies that strategies that
as other higher-order thinking inter-observer agreement form about teaching develop critical develop critical
skills. strategies to develop critical and creative thinking, as and creative and creative
well as other higher order thinking skills thinking and/or thinking and/or
Quality other HOTS as other HOTS as
shown in MOV 1 shown in MOV 1
2. Lesson plans/modified DLLs used in teaching
highlighting different teaching strategies that develop
critical and creative thinking and/or other HOTS
Submitted at least Submitted 3

3. Instructional materials highlighting different teaching 4 lessons as lessons as
strategies that develop critical and creative thinking evidenced by evidenced by
and/or other HOTS MOV 1 and MOV 1 and
Efficiency supported by any supported by any
4. Performance tasks/test material(s) used in 1 of the other 1 of the other
demonstration teaching given MOV given MOV
5. Results of assessment used in teaching

4. Managed classroom Used classroom Used classroom
structure to management management
engage learners, individually strategies that strategies that
or in 1. Classroom observation tool (COT) rating sheet and/or engage learners in engage learners in
groups, in meaningful inter-observer agreement form about managing Quality activities/ tasks as activities/ tasks as
exploration, classroom structure that engages learners in various shown in MOV 1 shown in MOV 1
activities with a rating of 7 with a rating of 6
discovery and hands-on
activities
within a range of physical
learning
environments. Submitted at least
2. Lesson plans/modified DLLs highlighting various Submitted 3
4 lessons
classroom management strategies that engage learners lessons supported
Efficiency supported by by MOV 1 and any
in activities/tasks in different physical learning MOV 1 and any 1 1 of the other
environments of the other acceptable MOV
acceptable MOV

5. Managed learner behavior Applied teacher Applied teacher
constructively by applying management management
positive and non-violent Classroom observation tool (COT) rating sheet and/or strategies of strategies of
discipline to ensure learning- inter-observer agreement form about teacher learner behavior learner behavior
focused environments. management of learner behavior using the following that promote that promote
positive and non- positive and non-
strategies: violent discipline violent discipline
Quality as shown in MOV as shown in MOV
submitted with a submitted with a
violent discipline violent discipline
Quality as shown in MOV as shown in MOV
1. Providing motivation rating of 7 rating of 6
2. Praising the learners/Giving positive feedback
3. Setting house rules/guidelines
4. Ensuring learners’ active participation
Learning Submitted at least Submitted at least
Environment and 5. Allowing learners to express their ideas/opinions 4 of the given 4 of the given
Diversity of strategies as strategies as
Efficiency observed in at observed in 3
Learners 6. Giving equal opportunities to learners
least 4 lessons lessons
7. Encouraging learners to ask questions
6. Used differentiated, Applied Applied
developmentally appropriate differentiated differentiated
learning experiences to teaching teaching
address learners’ gender, 1. Classroom observation tool (COT) rating sheet and/or strategies to strategies to
needs, strengths, interests inter-observer agreement form about using address learner address learner
Quality diversity as shown diversity as shown
and experiences. differentiated, developmentally appropriate learning
experiences in MOV 1 with a in MOV 1 with a
Submitted at Submitted 3
least 4 differentiated
differentiated teaching
2. Lesson plans/modified DLLs developed highlighting teaching strategies in at
differentiation in content, product, process, learning strategies in at least 2
environment or others according to learners’ gender, least 2 lessons as
needs, strengths, interests and experiences lessons as evidenced by
evidenced by MOV 1 and
Efficiency MOV 1 and supported by
supported by any 1 of the
any 1 of the other
other acceptable
3. Instructional materials developed highlighting acceptable MOV
differentiation in content, product, process, learning MOV
environment or others according to learners’ gender,
needs, strengths, interests and experiences

7. Planned, managed and Planned and Planned and
implemented 1. Classroom observation tool (COT) rating sheet and/or implemented implemented
developmentally sequenced inter-observer agreement form about using developmentally developmentally
developmentally sequenced teaching and learning sequenced sequenced
teaching and learning teaching and teaching and
processes to meet curriculum process learning learning
requirements and varied Quality process as process as
teaching contexts. shown in MOV shown in MOV
1 with a rating 1 with a rating
of 7 of 6
developmentally sequenced sequenced sequenced
teaching and learning teaching and teaching and
processes to meet curriculum learning learning
requirements and varied Quality process as process as
teaching contexts. shown in MOV shown in MOV
2. Lesson plans/modified DLLs highlighting 1 with a rating 1 with a rating
developmentally sequenced instruction that meet of 7 of 6
curriculum goals and varied teaching contexts
least 4 developmentally
developmentally sequenced
sequenced teaching and
teaching and
learning learning
process as process as
3. Instructional materials used to implement evidently evidently
developmentally sequenced teaching and learning shown in MOV shown in MOV
Efficiency 1 and 1 and
process to meet curriculum requirements and varied
teaching contexts supported by supported by
any 1 of the any 1 of the
other given other given
MOV MOV

8. Participated in collegial Consistently
discussions that use teacher participated in
LACs/FGDs/ Frequently
and learner feedback to meetings to participated in
enrich teaching practice. discuss LACs/FGDs/
teacher/learner meetings to
feedback to discuss
1. Personal notes of teachers on LACs/FGDs/meetings Quality enrich teacher/learner
with proof of attendance instruction as feedback to
shown in the enrich
MOV submitted instruction as
shown in the
MOV
Curriculum and submitted
Planning
Participated in Participated in
at least 4 3 LACs/FGDs/
LACs/FGDs/ meetings as
meetings as evidently
2. Minutes of LAC/FGD sessions on use of teacher and evidently shown in any 1
learner feedback to enrich teaching practice with proof Efficiency shown in any 1 of the given
of attendance of the given MOV
MOV

9. Selected, developed, Developed and used
organized and used varied teaching and
appropriate teaching and 1. Classroom observation tool (COT) rating sheet and/or learning resources, Developed and
including ICT, to
learning resources, including inter-observer agreement form about using appropriate
used varied
address learning teaching and
ICT, to address learning goals. teaching and learning resources, including ICT goals as shown in learning
MOV 1 with a rating resources,
Quality of 7 including ICT,
Examples: to address
learning goals
as shown in
• Activity sheets/task sheets/work sheets MOV 1 with a
rating of 6
• PowerPoint presentations
• Video clips least 4 varied varied teaching
teaching and and learning
learning resources,
• Module resources,
including ICT, including ICT,
as evidently as evidently
shown in MOV shown in MOV
• SIMs-Strategic Intervention Materials 1 and
Efficiency 1 and supported by
supported by
any 1 of the any 1 of the
• Others acceptable acceptable
MOV MOV
2. Lesson plans/modified DLLs with appropriate

instructional materials appended

10. Designed, selected, Designed, Designed,
organized and used selected, selected,
1. Classroom observation tool (COT) rating sheet and/or organized and organized and
diagnostic, formative and inter-observer agreement form about using diagnostic, used used
summative assessment formative and summative assessment strategies diagnostic, diagnostic,
strategies consistent with formative and formative and
curriculum requirements. summative summative
assessment assessment
strategies strategies
2. Prepared lesson plans/modified DLLs highlighting consistent with consistent with
Quality curriculum curriculum
appropriate use of formative assessment strategies requirements requirements
as shown in as shown in
3. Developed diagnostic tests: (a) with TOS reviewed by
superior; (b) with sample accomplished
questionnaire/answer sheets
4. Developed summative tests: (a) with TOS reviewed by least 4 varied varied
superior; (b) with sample accomplished tools as
questionnaire/answer sheets tools as
evidently
shown in any 1 evidently
Efficiency of the shown in any 1
acceptable of the
5. Developed performance tasks: (a) with rubrics MOV acceptable
reviewed by superior; (b) with sample accomplished MOV
rubrics

11. Monitored and evaluated Consistently Frequently
learner progress and monitored and monitored and
achievement using learner 1. Compilation of a learner’s written work with evaluated learner evaluated learner
attainment data. summary of results and with signature of parents progress and progress and
achievement achievement
Quality using learner using learner
attainment data attainment data
as shown in the as shown in the
2. Formative/summative assessment tools with TOS and MOV submitted MOV submitted
frequency of errors with identified least mastered skills
Assessment and
Reporting Submitted a Submitted a
3. Class records/grading sheets combination of at combination of 3
least 4 of the of the acceptable
Efficiency acceptable MOV MOV
4. Lesson plans/modified DLLs showing index of
mastery
Submitted Submitted
MOV were MOV were
distributed distributed
5. Others (Please specify and provide annotations) Timeliness across 4 across 3
quarters quarters
12. Communicated promptly Consistently Frequently
and clearly the learners’ showed prompt showed prompt
and clear and clear
needs, progress and 1. At least 3 samples of corrected test papers of the communication communication
achievement to key same 3 learners in the same learning area with parents’ of the learners’ of the learners’
stakeholders, including or guardians’ signature and date of receipt needs, needs,
parents/guardians. progress and progress and
achievement to achievement to
key key
stakeholders, stakeholders,
Timeliness including including
2. Minutes of PTA meetings or Parent-Teacher parents/ parents/
guardians as guardians as
conferences in all quarters with proof of shown in the shown in the
parent’s/guardian’s attendance MOV submitted MOV
submitted
3. Report cards with parent’s or guardian’s signature in

all quarters supported by minutes of meeting
Submitted a Submitted a
4. Communication with parents/guardians using various combination of combination of
modalities at least 4 of the 3 of the
Efficiency acceptable acceptable
MOV MOV
5. Anecdotal record showing entries per quarter
Submitted MOV
were distributed Submitted
6. Other documents showing learner needs, progress across 4 quarters MOV were
Timeliness distributed
and achievement submitted to other stakeholders across 3
quarters
13. Performed various related 1. Certificate of Recognition or Participation Consistently Frequently

works/activities that performed various performed various
contribute to the teaching- 2. Certificate of Training related related
work/activities that work/activities that
learning process. 3. Certificate of Speakership contribute to the contribute to the
teaching learning teaching learning
4. Committee involvement Quality process as shown in process as shown in
5. Advisorship of Co-curricular activities the MOV submitted the MOV submitted
Plus Factor 6. Book or Journal

Authorship/Coauthorship/Contributorship
7. Coordinatorship/Chairpersonship Submitted at least Submitted 3
4 different kinds different kinds of
8. Coaching and mentoring learners in competitions Efficiency of acceptable acceptable MOV
MOV
9. Mentoring pre-service/in-service teachers
ormance Indicators
Satisfactory Unsatisfactory Poor
(3) (2) (1)

Showed Showed No
knowledge of knowledge of acceptable
content and its content and its evidence
integration within integration within was shown
and across subject and across subject
areas as shown in areas as shown in
Submitted 2 Submitted any 1 No

lessons using of the given MOV acceptable
MOV 1 and evidence
supported by any was shown
1 of the other
MOV given
Facilitated using Facilitated using

different teaching different teaching
strategies that strategies that
promote reading, promote reading,
writing and/or writing and/or No
numeracy skills as numeracy skills as
shown in MOV 1 shown in MOV 1 acceptable
with a rating of 5 with a rating of 4 evidence
was shown
Submitted 2 learner Submitted 1 learner No

centered lessons as centered lessons as acceptable
evidently shown in evidently shown in
MOV 1 and any of the given evidence
supported by any 1 MOV was shown
of the other MOV
given
Used different Used different No
teaching teaching acceptable
strategies that strategies that evidence
develop critical develop critical was shown
and creative and creative
thinking and/or thinking and/or
other HOTS as other HOTS as
Submitted 2 Submitted 1 No
lessons as lesson as acceptable
evidenced by evidenced by any evidence
MOV 1 and 1 of the given was shown
supported by any MOV
1 of the other
given MOV
Used classroom Used classroom No

management management acceptable
strategies that strategies that evidence
engage learners in engage learners in was shown
activities/ tasks as activities/ tasks as
No
Submitted 2 Submitted 1
acceptable
lesson supported evidence
lessons supported
by MOV 1 and any was shown
by any of the
1 of the other acceptable MOV
acceptable MOV
Applied teacher Applied teacher No

management management acceptable
strategies of strategies of evidence
learner behavior learner behavior was shown
that promote that promote
positive and non- positive and non-
as shown in MOV as shown in MOV
as shown in MOV as shown in MOV
Submitted at least Submitted any 1 No

4 of the given of the given acceptable
strategies as strategies as evidence
observed in 2 observed in only 1 was shown
lessons lesson
Applied Applied No
differentiated differentiated acceptable
teaching teaching evidence
strategies to strategies to was shown
address learner address learner
diversity as shown diversity as shown
in MOV 1 with a in MOV 1 with a

differentiated differentiated acceptable
teaching teaching evidence
strategies in 2 strategy in only 1 was shown
lessons as lesson as
evidenced by evidently shown
MOV 1 and in any 1 of the
supported by acceptable
any 1 of the MOV
other
acceptable
MOV
Planned and Planned and No

implemented implemented acceptable
developmentally developmentally
sequenced sequenced evidence
teaching and teaching and was shown
learning learning
of 5 of 4
learning learning
of 5 of 4
developmentally developmentally acceptable
learning learning
evidently evidently
shown in MOV shown in any 1
1 and of the given
supported by MOV
any 1 of the
other given
MOV
Occasionally Rarely No
participated in participated in acceptable
LACs/FGDs/ LAC/FGD/
meetings to meeting to evidence
discuss discuss was shown
teacher/learner teacher/learner
feedback to feedback to
enrich enrich
instruction as instruction as
shown in the shown in the
MOV submitted MOV submitted
Participated in Participated in No
2 LACs/FGDs/ 1 LAC/FGD/ acceptable
meetings as meeting as
evidently evidently evidence
shown in any 1 shown in any 1 was shown
of the given of the given
MOV MOV
No
acceptable
Developed and Developed and
used varied used varied evidence
learning learning
resources, resources,
to address to address
learning goals learning goals
Submitted 2 Submitted any No

varied teaching teaching and acceptable
and learning learning evidence
resources, resource, was shown
as evidently as evidently
shown in MOV shown in any of
1 and the acceptable
supported by MOV
any 1 of the
acceptable
MOV
Designed, Designed, No
selected, selected, acceptable
organized and organized and
used used evidence
diagnostic, diagnostic, was shown
formative and formative and
summative summative
strategies strategies
consistent with consistent with
curriculum curriculum
requirements requirements
varied assessment acceptable
assessment tool as evidence
tools as evidently was shown
evidently shown in any of
shown in any 1 the acceptable
of the MOV
acceptable
MOV
Occasionally Rarely monitored No

monitored and and evaluated acceptable
evaluated learner learner progress evidence
progress and and achievement was shown
achievement using learner
using learner attainment data
attainment data as shown in the
as shown in the MOV submitted
MOV submitted
Submitted a Submitted 1 No
combination of 2 acceptable MOV acceptable
of the acceptable evidence
MOV was shown
Submitted
Submitted No
MOV were
MOV was acceptable
distributed completed in evidence
across 2 only 1 quarter was shown
quarters
Occasionally Rarely showed No
showed prompt prompt and acceptable
and clear clear
communication communication evidence
of the learners’ of the learners’ was shown
needs, needs,
progress and progress and
achievement to achievement to
key key
stakeholders, stakeholders,
including including
parents/ parents/
guardians as guardians as
shown in the shown in the
MOV submitted MOV submitted
Submitted a Submitted any No

combination of 1 of the given acceptable
2 of the
acceptable MOV evidence
MOV was shown
Submitted
Submitted MOV was No
MOV were completed in acceptable
distributed only 1 quarter
across 2 evidence
quarters was shown
Occasionally Rarely performed No
performed various various related acceptable
related work/activities that
work/activities that contribute to the evidence
contribute to the teaching learning was shown
teaching learning process as shown in
process as shown in the MOV submitted
the MOV submitted

different kinds of of the acceptable acceptable
acceptable MOV MOV evidence
was shown
Republic of the Philippines
Department of Education
Region 02-Cagayan Valley
Division of the City of Ilagan
Ilagan East district
BIGAO ELEMENTARY SCHOOL
School Year 2018 - 2019
Individual Performance Commitment and Review Form
Name of Employee: RENELYN C. DONATO Name of Rater: COLEEN M. ESTRELLON

Position: TEACHER-II Position:
Rating Period: JUNE 2018 - MARCH 2019 Date of Review:
Bureau/Center/Service/DivisiDIVISION OF THE CITY OF ILAGAN
TO BE FILLED IN DURING PLANNING
Performance Indicators
Weight
MFO'S KRAs OBJECTIVES TIMELINE per Obj. QET Outstanding Very Satisfactory Satisfactory Unsatisfactory
(5) (4) (3) (2)
Basic Content 1. Applied knowledge of content Quality Showed knowledge of Showed knowledge of Showed knowledge of Showed knowledge of
Education Knowledge and within and across curriculum content and its content and its content and its content and its
Service Pedagogy teaching areas. integration within and integration within and integration within and integration within and
across subject areas as 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 shown in MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4
7.5%
Efficiency Submitted at least 4 Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the
lessons using MOV 1 and MOV 1 and supported by MOV 1 and supported by given MOV
supported by any 1 of the any 1 of the other MOV any 1 of the other MOV
other MOV given given given
Timeliness
2. Used a range of teaching Quality Facilitated using different Facilitated using different Facilitated using different Facilitated using different
strategies that enhance learner teaching strategies that teaching strategies that teaching strategies that teaching strategies that
achievement in literacy and promote reading, writing promote reading, writing promote reading, writing promote reading, writing
numeracy skills. and/or numeracy skills as 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 shown in MOV 1 with a
7.5%
#RSH#
7.5%
Efficiency Submitted 3 learner Submitted 2 learner Submitted 1 learner
Submitted at least 4 centered lessons as centered lessons as centered lessons as
learnercentered lessons as evidently shown in MOV 1 evidently shown in MOV 1 evidently shown in any of
evidently shown in MOV 1 and supported by any 1 of and supported by any 1 of the given MOV
and supported by any 1 of the other MOV given the other MOV given
the other MOV given
Timeliness
3. Applied a range of teaching Quality Used different teaching Used different teaching Used different teaching Used different teaching
strategies to develop critical and strategies that develop strategies that develop strategies that develop strategies that develop
creative thinking, as well as other critical and creative critical and creative critical and creative critical and creative
higher-order thinking skills. thinking and/or other 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 HOTS as shown in MOV 1
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
7.5%
Efficiency Submitted at least 4 Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lesson as
lessons as evidenced by evidenced by MOV 1 and evidenced by MOV 1 and evidenced by any 1 of the
MOV 1 and supported by supported by any 1 of the supported by any 1 of the given MOV
any 1 of the other given other given MOV other given MOV
MOV
Timeliness
#RSH#
Basic Learning 4. Managed classroom structure Quality Used classroom Used classroom Used classroom Used classroom
Education Environment to engage learners, individually or management strategies management strategies management strategies management strategies
Service and Diversity of in groups, in meaningful that engage learners in that engage learners in that engage learners in that engage learners in
Learners exploration, discovery and hands- activities/ tasks as shown activities/ tasks as shown activities/ tasks as shown activities/ tasks as shown
on activities within a range of in MOV 1 with a rating of in MOV 1 with a rating of in MOV 1 with a rating of in MOV 1 with a rating of
7 6 5 4
hysical learning environments.
7.5%
Efficiency Submitted at least 4 Submitted 3 lessons Submitted 2 lessons
supported by MOV 1 and Submitted 1 lesson
lessons supported by supported by MOV 1 and supported by any of the
MOV 1 and any 1 of the any 1 of the other any 1 of the other acceptable MOV
other acceptable MOV acceptable MOV acceptable MOV
Timeliness
5. Managed learner behavior Quality Applied teacher Applied teacher Applied teacher Applied teacher
constructively by applying positive management strategies management strategies management strategies management strategies
and non-violent discipline to of learner behavior that of learner behavior that of learner behavior that of learner behavior that
ensure learning-focused promote positive and promote positive and promote positive and promote positive and
environments. non-violent discipline as non-violent discipline as non-violent discipline as non-violent discipline as
shown in MOV submitted shown in MOV submitted shown in MOV submitted shown in MOV submitted
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
7.5%
Efficiency Submitted at least 4 of Submitted at least 4 of Submitted at least 4 of Submitted any 1 of the
the given strategies as the given strategies as the given strategies as given strategies as
observed in at least 4 observed in 3 lessons observed in 2 lessons observed in only 1 lesson
lessons
Timeliness
6. Used differentiated, Quality Applied differentiated Applied differentiated Applied differentiated Applied differentiated
developmentally appropriate teaching strategies to teaching strategies to teaching strategies to teaching strategies to
learning experiences to address address learner diversity address learner diversity address learner diversity address learner diversity
learners’ gender, needs, as shown in MOV 1 with a as shown in MOV 1 with a as shown in MOV 1 with a as shown in MOV 1 with a
strengths, interests and rating of 7 rating of 6 rating of 5 rating of 4
experiences.
Efficiency Submitted at least 4 Submitted 3 Submitted 2 Submitted any 1

7.5% differentiated teaching differentiated teaching differentiated teaching differentiated teaching
strategies in at least 2 strategies in at least 2 strategies in 2 lessons as strategy in only 1 lesson
lessons as evidenced by lessons as evidenced by evidenced by MOV 1 and as evidently shown in any
MOV 1 and supported by MOV 1 and supported by supported by any 1 of the 1 of the acceptable MOV
any 1 of the other any 1 of the other other acceptable MOV
acceptable MOV acceptable MOV
Timeliness
#RSH#
Basic Curriculum and 7. Planned, managed and Quality Planned and implemented Planned and implemented Planned and implemented Planned and implemented
Education Planning implemented developmentally developmentally sequenced developmentally sequenced developmentally sequenced developmentally sequenced
teaching and learning teaching and learning teaching and learning teaching and learning
Service sequenced teaching and learning process as shown in MOV 1 process as shown in MOV 1 process as shown in MOV 1 process as shown in MOV 1
processes to meet curriculum with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
requirements and varied teaching
contexts.
Efficiency Submitted at least 4 Submitted 3 Submitted 2 Submitted 1

7.5% developmentally sequenced developmentally developmentally developmentally
teaching and learning sequenced teaching and sequenced teaching and sequenced teaching and
process as evidently shown learning process as learning process as learning process as
in MOV 1 and supported by
any 1 of the other given evidently shown in MOV evidently shown in MOV evidently shown in any 1
MOV 1 and supported by any 1 1 and supported by any 1 of the given MOV
of the other given MOV of the other given MOV
Timeliness
#RSH#
8. Participated in collegial Quality Consistently participated in Frequently participated in Occasionally participated in Rarelyparticipated in
discussions that use teacher and LACs/FGDs/ meetings to LACs/FGDs/ meetings to ACs/FGDs/ meetings to LAC/FGD/ meeting to discuss
discuss teacher/learner discuss teacher/learner discuss teacher/learner teacher/learner feedback to
learner feedback to enrich feedback to enrich feedback to enrich feedback to enrich enrich instruction as shown
teaching practice. instruction as shown in the instruction as shown in the instruction as shown in the in the MOV submitted
MOV submitted MOV MOV submitted
submitted
7.5%
Efficiency Participated in at least 4 Participated in 3 LACs/FGDs/ Participated in 2 LACs/FGDs/ Participated in 1 LAC/FGD/
LACs/FGDs/ meetings as meetings as evidently meetings as evidently meeting as evidently shown
evidently shown in any 1 of shown in any 1 of the given shown in any 1 of the given in any 1 of the given MOV
the given MOV MOV MOV
Timeliness
9. Selected, developed, organized Quality Developed and used varied Developed and used varied Developed and used varied
and used appropriate teaching teaching and learning teaching and learning teaching and learning
resources, including ICT, to resources, including ICT, to resources, including ICT, to Developed and used varied
and learning resources, including address learning goals as address learning goals as address learning goals as teaching and learning
ICT, to address learning goals. shown in MOV 1 with a shown in MOV 1 with a shown in MOV 1 with a resources, including ICT, to
rating of 7 rating of 6 rating of 5 address learning goals as
shown in MOV 1 with a
rating of 4
Efficiency Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted any teaching
7.5% teaching and learning teaching and learning teaching and learning and learning resource,
resources, including ICT, as resources, including ICT, resources, including ICT, including ICT, as evidently
evidently shown in MOV 1 as evidently shown in as evidently shown in shown in any of the
and supported by any 1 of
the acceptable MOV MOV 1 and supported by MOV 1 and supported by acceptable MOV
any 1 of the acceptable any 1 of the acceptable
MOV MOV
Timeliness
Basic Assessment 10. Designed, selected, organized Quality Designed, selected, Designed, selected, Designed, selected, Designed, selected,
Education and Reporting and used diagnostic, formative organized and used organized and used organized and used organized and used
diagnostic, formative and diagnostic, formative and diagnostic, formative and diagnostic, formative and
Service and summative assessment summative assessment summative assessment summative assessment summative assessment
strategies consistent with strategies consistent with strategies consistent with strategies consistent with strategies consistent with
curriculum requirements. curriculum requirements as curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV 1 ith a shown in MOV 1 ith a shown in MOV 1 with a shown in MOV 1 with a
7.5%
Efficiency Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 assessment
assessment tools as assessment tools as assessment tools as tool as evidently shown in
evidently shown in any 1 of evidently shown in any 1 evidently shown in any 1 any of the acceptable
the acceptable MOV of the acceptable MOV of the acceptable MOV MOV
Timeliness
#RSH#
11. Monitored and evaluated Quality Consistently monitored Frequently monitored Occasionally monitored Rarely monitored and
learner progress and achievement and evaluated learner and evaluated learner and evaluated learner evaluated learner
using learner attainment data. progress and progress and progress and progress and
achievement using achievement using achievement using achievement using
learner attainment data learner attainment data learner attainment data learner attainment data
as shown in the MOV as shown in the MOV as shown in the MOV as shown in the MOV
submitted submitted submitted submitted
7.5%
Efficiency Submitted a combination Submitted a combination Submitted a combination Submitted 1 acceptable
of at least 4 of the of 3 of the acceptable of 2 of the acceptable MOV
acceptable MOV MOV MOV
Timeliness Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was
distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters completed in only 1
quarter
#RSH#
12. Communicated promptly and Timeliness Consistently showed prompt Frequently showed prompt Occasionally showed prompt Rarely showed prompt and
clearly the learners’ needs, and clear communication of and clear communication of and clear communication of clear communication of the
the learners’ needs, progress the learners’ needs, progress the learners’ needs, progress learners’ needs, progress
progress and achievement to key and achievement to key and achievement to key and achievement to key and achievement to key
stakeholders, including stakeholders, including stakeholders, including stakeholders, including stakeholders, including
parents/guardians. parents/ guardians as parents/ guardians as shown parents/ guardians as shown parents/ guardians as shown
shown in the in the MOV submitted in the MOV submitted in the MOV submitted
MOV submitted
7.5%
Efficiency Submitted a combination of Submitted a combination of Submitted a combination of Submitted any 1 of the
at least 4 of the acceptable 3 of the acceptable MOV 2 of the acceptable MOV given MOV
MOV
Timeliness Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was
distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters completed in only 1 quarter
Basic Plus Factor 13. Performed various related Timeliness Consistently performed Frequently performed Occasionally performed Rarely performed various
Education works/activities that contribute to various related various related various related related work/activities that
work/activities that work/activities that work/activities that contribute to the teaching
Service the teaching-learning process. contribute to the teaching contribute to the teaching contribute to the teaching learning process as shown in
learning process as shown in learning process as shown in learning process as shown in the MOV submitted
the MOV submitted the MOV submitted the MOV submitted
10%
Efficiency Submitted at least 4 Submitted 3 different Submitted 2 different Submitted any 1 of the
different kinds of kinds of acceptable MOV kinds of acceptable MOV acceptable MOV
acceptable MOV
Timeliness
COLEEN M. ESTRELLON RENELYN C. DONATO

Rater Ratee
#RSH#
COLEEN M. ESTRELLON
Principal I
11-Apr-19
TO BE FILLED DURING EVALUATION
RATING
Poor ACTUAL RESULTS Score
(1) Q E T Ave
No acceptable
evidence was shown
5
5 5 5.000 0.375
No acceptable
evidence was shown
5
No acceptable 5
evidence was shown
5 5 5.000 0.375
#RSH#
5 5 5.000 0.375
No acceptable
evidence was shown
5
No acceptable
evidence was shown
3 5 4.000 0.300
No acceptable
evidence was shown
5
#RSH#
No acceptable
evidence was shown
5 5 5.000 0.375
No acceptable
evidence was shown
5
No acceptable
evidence was shown
5 4 4.500 0.3375
No acceptable
evidence was shown
4
No acceptable
evidence was shown
No acceptable
evidence was shown 3 5 4.000 0.300
#RSH#
No acceptable
evidence was shown
No acceptable
#RSH#
No acceptable
evidence was shown
5 3 4.000 0.300
No acceptable
evidence was shown
3
No acceptable
evidence was shown
No acceptable
No acceptable
evidence was shown
5 4 4.500 0.3375
No acceptable
evidence was shown
4
#RSH#
No acceptable
evidence was shown
5 5 4 4.667 0.35
No acceptable
evidence was shown
5
No acceptable
evidence was shown 4
#RSH#
No acceptable
evidence was shown
4 5 4 4.333 0.325
No acceptable
No acceptable
No acceptable
evidence was shown
4 3 3.500 0.350
No acceptable
OVERALL RATING FOR

ACCOMPLISHMENTS VERY SATISFACTORY 4.4375
CHERRY S. RAMOS, Ed.D., CESE V

Approving Authority
#RSH#
COMPETENCIES
CORE BEHAVIORAL COMPETENCIES

improve performance. Examples may include doing something better,
Self-Management faster, at alower cost, more efficiently; or improving quality, costumer
satisfaction, morale, without setting any specific goal.
1 Sets personal goals and direction, needs and development. 4
Undertakes personal actions and behaviors that are clear and Teamwork
2 3.4
purposive and takes into account personal goals and values 3 1 4
Willingly does his/her share of responsibilty.
congruent to that of the organization.
2 Promotes collaboration and removes barriers to teamwork and goal
Displays emotional maturity and enthusiasm for and is challenged by 4 accomplishment across the organization 4 3.6
3
higher goals
Prioritize work tasks and schedules (through gantt charts, checklists, 3
4 3
Applies negotiation principles in arriving at win-win agreements.
3
etc.) to achieve goals.
5 Sets high quality, challenging, realistic goals for self and others 3 4 3
Drives consensus and team ownership of decisions.
5
Works constructively and collaboratively with others and across
Professionalism and Ethics 4
organizations to accomplish organizational goals and objectives.
Demonstrates the values and behavior enshrined in the Norms of Service Orientation
Conduct and Ethical Standards for public officials and employee (RA 1
1 6713). Can explain and articulate organizational directions, issues and problems.
4 3
2
Practices ethical and professional behavior and conduct taking into
2 3.8 Takes personal responsibilty for dealing with and/or correcting costumer 3.6
account the impact of his/her actions and decisions. 4 service issues and concerns 4
Maintains professional image: being trustworthy, regularity of 3 Initiates activities that promotes advocacy for men and women
3
attendance and punctuality, good grooming and communication. 4 empowerment. 3
4
Participates in updating of office vision, mission, mandates & strategies
4 Makes personal sacrifices to meet the organization's needs.
4 based on DepEd strategies and directions. 4
Acts with a sense pf urgency and responsibility to meet the 5
Develops and adopts service improvement programs through simplified
5 organization's needs, improves systems and help others improve
procedures that will further enhance service delivery. 4
their effectiveness. 3
Result Focus Innovation
1 Examines the root cause of problems and suggests effective solutions.
Achieves results with optimal use of time and resources most of the
1 Fosters new ideas, processes, and suggests bettter ways to do things (cost
time. 3 3
and/or operational efficiency).
2
Avoids rework, mistakes and wastage through effective work Demonstrates an ability to think "beyond the box". Continuously focuses on
2
methods by placing organizational needs before personal needs. improving personal productivity to create higher value and results. 4
3
Delivers error-free outputs most of the time by conforming to 3
standard operating procedures correctly and consistently. Able to
Promotes a creative climate and inspires co-workers to develop original
3 produce very satisfactoy quality of work in terms of 3.2 3.6
ideas or solutions.
usefulness/acceptability and completeness with no supervision
required. 3 4
Expresses a desire to do better and may express frustration at waste 4
Translates creative thinking into tangible changes and solutions that improve the work unit and
4 or inefficiency. May focus on new or more precise ways of meeting organization.
goals set. 4 3
5 Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the
5 Makes specific changes in the system or in own work methods to
3 ability to succeed with minimal resources. 4
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates
DEPED RPMS form - DEPED form -Teachers
CORE SKILLS Computer / ICT Skills
Oral Communication Prepares basic compositions ( e.g., letters, reports, spreadsheets and
1 graphic presentations using Word Processing and Excel. 4
Identifies different computer parts, turns the computer on/off, and work on 4
1 Follows instructions accurately. 3.6
a given task with acceptable speed and accuracy and connects computer
4 2 peripherals ( e.g., printers, modems, multi-media projectors, etc.) 4
2 Expresses self clearly, fluently and articulately. 4 3 Prepares simple presentations using Powerpoint. 4
Utilizes technologies to : access information to enhance professional
3 Uses appropriate medium for the message. productivity, assists in conducting research and communicate through local
4 4 and global professional networks. 4
4 Recommends appropriate and updated technology to enhance productivity
Adjust communication style to others. 3 5 and professional practice. 4
5 Guides discussions between and among peers to meet an objective. 3
Written Communication
Knows the different written business communication formats used in
1 the DepEd. 3
Writes routine correspondence/communications, narrative and

descriptive report based on ready available information data with 3.6
minimal spelling or grammatical error/s (e.g. Memos, minutes, etc.)
2 4 OVERALL COMPETENCY RATINGS
Secures information from required references (i.e., Directories,
3 schedules, notices, instructions) for specific purposes. 3 CORE BEHAVIORAL COMPETENCIES 3.60
Self-edits words, numbers, phonetic notation and content, if
4 necessary. 4 CORE SKILLS 3.73
Demonstrates clarity, fluency, impact, conciseness, and effectiveness
5 in his/her written communications. 4 OVERALL RATING 3.67
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates
Note: These ratings can be used for the developmental plans of the employee.
LENIE M. TAN COLEEN M. ESTRELLON, Ph. D.

Teacher I Principal I
DEPED RPMS form - DEPED form - For Teachers

PART III: SUMMARY OF RATINGS FOR DISCUSSION
Final Performance Results Rating Adjectival Rating
Accomplishments of KRAs and Objectives 4.2 VERY SATISFACTORY
Rater - Ratee Agreement

The signatures below confirm that the employee and his/her superior have agreed to the content of this appraisal and the performance rating.
Name of Employee: LENIE M. TAN Name of Superior: COLEEN M. ESTRELLON

Signature: Signature:
Date: 11-Apr-19 Date: 11-Apr-19
PART IV: DEVELOPMENT PLANS
Strengths Development Needs Action Plan (Recommended Timeline Resources Needed

Developmental Intervention)
Plan, manage and implement

developmentally sequenced teaching Applying new learning from attending
To apply a range of teaching strategies to develop critical and MOOE, Learning Development Team,
and learning processes to meet seminars/workshops/trainings/ Learning Action April 2019-March 2020
creative thinking as well as higher order thinking skills School Head, Master Teacher
curriculum requirements and varied Cells (LAC)
teaching contexts
LENIE M. TAN MARY JANE B. ALVAREZ COLEEN M. ESTRELLON, Ph. D
Ratee Rater Approving Officer
DEPED RPMS form - DEPED form -For Teacher 1 - 3

Resources Needed
MOOE, Learning Development Team,

School Head, Master Teacher
DEPED form -For Teacher 1 - 3

Position and Competency Profile: Job Summary

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POSITION AND COMPETENCY PROFILE PCP No.

_________ Revision Code: 00

2. Lesson plans/modified DLLs used in teaching

5. Results of assessment used in teaching

Submitted at least Submitted 3

5. Results of assessment used in teaching

3. Others (Please specify and provide annotations) Timeliness

4. Others (Please specify and provide annotations) Timeliness

4. Others (Please specify and provide annotations) Timeliness

3. Others (Please specify and provide annotations) Timeliness

2. Lesson plans/modified DLLs with appropriate

3. Others (Please specify and provide annotations) Timeliness

5. Others (Please specify and provide annotations) Timeliness

3. Report cards with parent’s or guardian’s signature in

13. Performed various related 1. Certificate of Recognition or Participation Consistently Frequently

Plus Factor 6. Book or Journal

Satisfactory Unsatisfactory Poor

(3) (2) (1)

Submitted 2 Submitted any 1 No

Facilitated using Facilitated using

Submitted 2 learner Submitted 1 learner No

Used classroom Used classroom No

Applied teacher Applied teacher No

Submitted at least Submitted any 1 No

Submitted 2 Submitted any 1 No

Planned and Planned and No

Submitted 2 Submitted any No

Occasionally Rarely monitored No

Submitted a Submitted any No

Submitted 2 Submitted any 1 No

Name of Employee: RENELYN C. DONATO Name of Rater: COLEEN M. ESTRELLON

Efficiency Submitted at least 4 Submitted 3 Submitted 2 Submitted any 1

Efficiency Submitted at least 4 Submitted 3 Submitted 2 Submitted 1

COLEEN M. ESTRELLON RENELYN C. DONATO

TO BE FILLED DURING EVALUATION

OVERALL RATING FOR

CHERRY S. RAMOS, Ed.D., CESE V

CORE BEHAVIORAL COMPETENCIES

Writes routine correspondence/communications, narrative and

LENIE M. TAN COLEEN M. ESTRELLON, Ph. D.

DEPED RPMS form - DEPED form - For Teachers

Final Performance Results Rating Adjectival Rating

Accomplishments of KRAs and Objectives 4.2 VERY SATISFACTORY

Rater - Ratee Agreement

Name of Employee: LENIE M. TAN Name of Superior: COLEEN M. ESTRELLON

PART IV: DEVELOPMENT PLANS

Strengths Development Needs Action Plan (Recommended Timeline Resources Needed

Plan, manage and implement

DEPED RPMS form - DEPED form -For Teacher 1 - 3

MOOE, Learning Development Team,

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