INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Name of Employee: Name of Rater:

Position: Position:
Bureau/ Center/ Service/ Division:DEPARTMENT OF EDUCATION/SDO NUEVA ECIJA-CONVERSION INTEGRATED SCHOOL Date of Review:
Rating Period: JUNE 2018 –APRIL 2019
TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION
Performance Indicators Rating Score
MFOs KRAs Objectives Timeline Weig Actual
ht Results
per Very Satisfactory
KRA QET Outstanding (4) Satisfactory Unsatisfactory Poor Ave
(5) (3) (2) (1)
Q E T
BASIC I. 1. Applied knowledge of June Quality Showed knowledge Showed knowledge of Showed knowledge of Showed knowledge of No acceptable
of content and its content and its content and its content and its integration evidence was shown
EDUCAT CONTENT content within and 2018 – integration within integration within and integration within and within and across subject
ION KNOWLED across curriculum April and across subject across subject areas as across subject areas as areas as shown in MOV 1
teaching areas. areas as shown in shown in MOV 1 with a shown in MOV 1 with with a rating of 4
SERVICE GE AND 2019 MOV 1 with a rating rating of 6 a rating of 5
S PEDAGOG of 7
Efficiency Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted any 1 of the No acceptable
Y 7.5% lessons using MOV 1 using MOV 1 and using MOV 1 and given MOV evidence was shown
(22.5%) and supported by supported by any 1 of supported by any 1 of
any 1 of the other the other given MOV the other given MOV
given MOV

Timeliness Submitted MOV Submitted MOV were Submitted MOV were Submitted MOV was No acceptable
were distributed distributed across 3 distributed across 2 completed in only 1 evidence was shown
across 4 quarters quarters quarters quarter

2. Used a range of
teaching strategies that 2018 –
enhance learner
achievement in literacy
and numeracy skills.
June Quality Facilitated using Facilitated using Facilitated using Facilitated using different No acceptable
different teaching different teaching different teaching teaching strategies that evidence was shown
strategies that strategies that promote strategies that promote reading, writing
April promote reading, reading, writing and/or promote reading, and/or numeracy skills as
writing and/or numeracy skills as writing and/or shown in MOV 1 with a
2019 numeracy skills as shown in MOV 1 with a numeracy skills as rating of 4
shown in MOV 1 rating of 6 shown in MOV 1 with
with a rating of 7 a rating of 5
7.5% Efficiency Submitted at least 4 Submitted 3 learner- Submitted 2 learner- Submitted 1 learner- No acceptable
learner-centered centered lessons as centered lessons as centered lesson as evidence was shown
lessons as evidently evidently shown in MOV evidently shown in evidently shown in any of
shown in MOV 1 and 1 and supported by any MOV 1 and supported the given MOV
supported by any 1 1 of the other MOV by any 1 of the other
of the other MOV given MOV given
given
Timeliness

3. Applied a range of
teaching strategies to 2018 –
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
June 7.5% Quality Used different Used different teaching Used different Used different teaching No acceptable
teaching strategies strategies that develop teaching strategies strategies that develop evidence was shown
that develop critical critical and creative that develop critical critical and creative
April and creative thinking thinking and/or other and creative thinking thinking and/or other HOTS
and/or other HOTS HOTS as shown in MOV and/or other HOTS as as shown in MOV 1 with a
2019 as shown in MOV 1 1 with a rating of 6 shown in MOV 1 with rating of 4
with a rating of 7 a rating of 5
Efficiency Submitted at least 4 Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lesson as No acceptable
lessons as evidenced evidenced by MOV 1 evidenced by MOV 1 evidenced by any 1 of the evidence was shown
by MOV 1 and and supported by any 1 and supported by any given MOV
supported by any 1 of the other given MOV 1 of the other given
of the other given MOV
MOV
 Timeliness

4. Managed classroom June Quality Used classroom Used classroom Used classroom Used classroom No acceptable
management management strategies management management strategies evidence was shown
structure to engage 2018 – strategies that that engage learners in strategies that engage that engage learners in
learners, individually or April engage learners in activities/tasks as learners in activities/tasks as shown in
in groups, in meaningful activities/tasks as shown in MOV 1 with a activities/tasks as MOV 1 with a rating of 4
2019 shown in MOV 1 rating of 6 shown in MOV 1 with
exploration, discovery
with a rating of 7 a rating of 5
and hands-on activities 7.5% Efficiency Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson No acceptable
within a range of lessons supported by supported by MOV 1 supported by MOV 1 supported by any 1 of the evidence was shown
physical learning MOV 1 and any 1 of and any 1 of the other and any 1 of the other acceptable MOV
the other acceptable acceptable MOV acceptable MOV
environments. MOV

Timeliness

5. Managed learner June Quality Applied teacher Applied teacher Applied teacher Applied teacher No acceptable
management management strategies management management strategies of evidence was shown
behavior 2018 – strategies of learner of learner behavior that strategies of learner learner behavior that

II. constructively by April behavior that promote positive and behavior that promote promote positive and non-
promote positive non-violent discipline as positive and non- violent discipline as shown
LEARNING applying positive and 2019 and non-violent shown in MOV violent discipline as in MOV submitted with a
ENVIRON non-violent discipline discipline as shown submitted with a rating shown in MOV rating of 4
in MOV submitted of 6 submitted with a
MENT AND to ensure learning- 7.5%
with a rating of 7 rating of 5
DIVERSITY focused Efficiency Submitted at least 4 Submitted at least 4 of Submitted at least 4 of Submitted any 1 of the No acceptable
environments. of the given the given strategies as the given strategies as given strategies as evidence was shown
OF strategies as observed in 3 lessons observed in 2 lessons observed in only 1 lesson
LEARNERS observed in at least
4 lessons
(22.5%) Timeliness

6. Used differentiated, June Quality Applied diffrentiated Applied diffrentiated Applied diffrentiated Applied diffrentiated No acceptable
teaching strategies teaching strategies to teaching strategies to teaching strategies to evidence was shown
developmentally 2018 – to address learner address learner diversity address learner address learner diversity as
appropriate learning April diversity as shown in as shown in MOV 1 with diversity as shown in shown in MOV 1 with a
MOV 1 with a rating a rating of 6 MOV 1 with a rating of rating of 4
experiences to 2019 of 7 5
address learners' Efficiency Submitted at least 4 Submitted 3 Submitted 2 Submitted any 1 No acceptable
differentiated differentiated teaching differentiated teaching differentiated teaching evidence was shown
gender, needs, 7.5% teaching strategies strategies in at least 2 strategies in at least 2 strategy in only 1 lesson as
strengths, interests in at least 2 lessons lessons as evidenced by lessons as evidenced evidently shown in any 1 of
and experiences. as evidenced by MOV 1 and supported by MOV 1 and the acceptable MOV
MOV 1 and by any 1 of the other supported by any 1 of
supported by any 1 acceptable MOV the other acceptable
of the other MOV
acceptable MOV
Timeliness

III. 7. Planned, managed June 7.5% Quality Planned and Planned and Planned and Planned and implemented No acceptable
implemented implemented implemented developmentally evidence was shown
CURRICUL and implemented 2018 – developmentally developmentally developmentally sequenced teaching and
UM AND developmentally April sequenced teaching sequenced teaching and sequenced teaching learning process as shown
and learning process learning process as and learning process in MOV 1 with a rating of 4
PLANNING sequenced teaching 2019 as shown in MOV 1 shown in MOV 1 with a as shown in MOV 1
(22.5%) and learning with a rating of 7 rating of 6 with a rating of 5
Efficiency Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
processes to meet developmentally developmentally developmentally developmentally evidence was shown
curriculum sequenced teaching sequenced teaching and sequenced teaching sequenced teaching and
requirements and and learning process learning process as and learning process learning process as
as evidently shown evidently shown in MOV as evidently shown in evidently shown in any 1 of
varied teaching in MOV 1 and 1 and supported by any MOV 1 and supported the given MOV
contexts. supported by any 1 1 of the other given by any 1 of the other
of the other given MOV given MOV
MOV
 Timeliness

8. Participated in June Quality Consistently Frequenttly participated Occasionally Raretly participated in No acceptable
participated in in LACs/FGDs/ meetings participated in LACs/FGDs/ meetings to evidence was shown
collegial discussions 2018 – LACs/FGDs/ to discuss LACs/FGDs/ meetings discuss teacher/learner
that use teacher and April meetings to discuss teacher/learner to discuss feedback to enrich
teacher/learner feedback to enrich teacher/learner instruction as shown in the
learner feedback to 2019 feedback to enrich instruction as shown in feedback to enrich MOV submitted
enrich teaching instruction as shown the MOV submitted instruction as shown
in the MOV in the MOV submitted
practice. 7.5% submitted
Efficiency Participated in at Participated in 3 Participated in 2 Participated in 1 LAC/FGD/ No acceptable
least 4 LACs/FGDs/ LACs/FGDs/ meetings as LACs/FGDs/ meetings meeting as evidently evidence was shown
meetings as evidently shown in any as evidently shown in shown in any 1 of the given
evidently shown in 1 of the given MOV any 1 of the given MOV
any 1 of the given MOV
MOV
Timeliness

9. Selected, June Quality Developed and used Developed and used Developed and used Developed and used varied No acceptable
varied teaching and varied teaching and varied teaching and teaching and learning evidence was shown
developed, organized 2018 – learning resources, learning resources, learning resources, resources, including ICT, to
and used appropriate April including ICT, to including ICT, to address including ICT, to address learning goals as
address learning learning goals as shown address learning goals shown in MOV 1 with a
teaching and learning 2019 goals as shown in in MOV 1 with a rating as shown in MOV 1 rating of 4
resources, including MOV 1 with a rating of 6 with a rating of 5
of 7
ICT, to address
Efficiency Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted any teaching No acceptable
learning goals. 7.5% varied teaching and teaching and learning teaching and learning and learning resources, evidence was shown
learning resources, resources, including ICT, resources, including including ICT, as evidently
including ICT, as as evidently shown in ICT, as evidently shown in any of the
evidently shown in MOV 1 and supported shown in MOV 1 and acceptable MOV
MOV 1 and by any 1 of the supported by any 1 of
supported by any 1 acceptable MOV the acceptable MOV
of the acceptable
MOV
Timeliness

IV. 10. Designed, June Quality Designed, selected, Designed, selected, Designed, selected, Designed, selected, No acceptable
organized and used organized and used organized and used organized and used evidence was shown
ASSESSME selected, organized 2018 – diagnostic, formative diagnostic, formative diagnostic, formative diagnostic, formative and
NT AND and used diagnostic, April and summative and summative and summative summative assessment
assessment assessment strategies assessment strategies strategies consistent with
REPORTIN formative and 2019 strategies consistent consistent with consistent with curriculum requirements as
G summative with curriculum curriculum curriculum shown in MOV 1 with a
requirements as requirements as shown requirements as rating of 4
(22.5%) assessment strategies shown in MOV 1 in MOV 1 with a rating shown in MOV 1 with
7.5%
consistent with with a rating of 7 of 6 a rating of 5
curriculum Efficiency Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 assessment No acceptable
varied assessment assessment tools as assessment tools as tool as evidently shown in evidence was shown
requirements. tools as evidently evidently shown in any evidently shown in any any of the acceptable MOV
shown in any 1 of 1 of the acceptable 1 of the acceptable
the acceptable MOV MOV MOV

Timeliness

11. Monitored and June 7.5% Quality Consistently Frequently monitored Occasionally Rarely monitored and No acceptable
monitored and and evaluated learner monitored and evaluated learner progress evidence was shown
evaluated learner 2018 – evaluated learner progress and evaluated learner and achievement using
progress and April progress and achievement using progress and learner attainment data as
achievement using learner attainment data achievement using shown in the MOV
achievement using 2019 learner attainment as shown in the MOV learner attainment submitted
learner attainment data as shown in the submitted data as shown in the
MOV submitted MOV submitted
 data. Efficiency Submitted a Submitted a Submitted a Submitted 1 acceptable No acceptable
combination of at combination of 3 of the combination of 2 of MOV evidence was shown
least 4 of the acceptable MOV the acceptable MOV
acceptable MOV

Timeliness Submitted MOV Submitted MOV were Submitted MOV were Submitted MOV was No acceptable
were distributed distributed across 3 distributed across 2 completed in only 1 evidence was shown
across 4 quarters quarters quarters quarter
12. Communicated June Quality Consistently showed Frequently showed Occasionally showed Rarely showed prompt and No acceptable
prompt and clear prompt and clear prompt and clear clear communication of the evidence was shown
promptly and clearly 2018 – communication of communication of the communication of the learners' needs, progress
the learners' needs, April the learners' needs, learners' needs, learners' needs, and achievement to key
progress and progress and progress and stakeholders, including
progress and 2019 achievement to key achievement to key achievement to key parents/guardians as
achievement to key stakeholders, stakeholders, including stakeholders, shown in the MOV
including parents/guardians as including submitted
stakeholders, parents/guardians as shown in the MOV parents/guardians as
including 7.5% shown in the MOV submitted shown in the MOV
parents/guardians. submitted submitted
Efficiency Submitted a Submitted a Submitted a Submitted any 1 of the No acceptable
combination of at combination of 3 of the combination of 2 of given MOV evidence was shown
least 4 of the acceptable MOV the acceptable MOV
acceptable MOV
Timeliness Submitted MOV Submitted MOV were Submitted MOV were Submitted MOV was No acceptable
were distributed distributed across 3 distributed across 2 completed in only 1 evidence was shown
across 4 quarters quarters quarters quarter

13. Performed various June Quality Consistently Frequently performed Occasionally Rarely performed various No acceptable
performed various various related performed various related work/activities that evidence was shown
related 2018 – related work/activities that related work/activities contribute to the teaching
works/activities that April work/activities that contribute to the that contribute to the learning process as shown
contribute to the teaching learning teaching learning in the MOV submitted
contribute to the 2019 teaching learning process as shown in the process as shown in
teaching-learning process as shown in MOV submitted the MOV submitted
V. PLUS the MOV submitted
process
FACTOR 10% Efficiency Submitted at least 4 Submitted 3 different Submitted 2 different Submitted any 1 of the No acceptable
different kinds of kinds of acceptable kinds of acceptable acceptable MOV evidence was shown
(10%) acceptable MOV MOV MOV

Timeliness

OVERALL RATING FOR

ACCOMPLISHMENTS

ADJECTIVAL RATING

_________________________ EMERLINDA R. VILLA

_________________________
School Head
Ratee Rater and Approving Authority
 MID-YEAR REVIEW FORM (MRF)
Name of Employee: Name of Rater: EMERLINDA R. VILLA
Position: Position: SCHOOL HEAD
Bureau/ Center/ Service/ Division: DEPARTMENT OF EDUCATION/SDO NUEVA ECIJA-CONVERSION INTEGRATED SCHOOL Date of Review:
Rating Period: JUNE 2018 –APRIL 2019

Mid- year Review/Rating

MFOs KRAs Objectives Timeline Weigh MOV Performanc Mid- Year
Ratee(Teacher) Rater (Head Rater)
t e Target Review Results
per Rating Remarks Rating Remarks
KRA
BASIC 1. Applied June 2018 – 1. Classroom observation tool (COT) rating sheet and/or inter-observer Quality
knowledge of agreement form about knowledge of content within and across
EDUCATIO October 2018
content within curriculum teaching areas
N SERVICES 2. Lesson plans/modified DLLs developed highlighting integration of Efficiency
and across
content of knowledge within and across subject areas
curriculum 7.5% 3. Instructional materials highlighting mastery of content and its Timeliness
teaching areas. integration in other subject areas
4. Performance tasks/test material(s) highlighting integration of content
knowledge within and across subject areas
5. Others (Please specify and provide annotations)
2. Used a range June 2018 – 1. Classroom observation tool (COT) rating sheet and/or inter-observer Quality
of teaching agreement form about teaching strategies that enhance learner
October 2018
strategies that achievement in literacy and numeracy skills
I. CONTENT 2. Lesson plans/modified DLLs used in teaching highlighting learner- Efficiency
enhance learner
KNOWLED centered strategies that promote literacy and/or numeracy skills
achievement in 7.5% 3. Instructional materials highlighting learner-centered strategies that
GE AND literacy and Timeliness
promote literacy and/or numeracy skills
PEDAGOGY numeracy skills. 4. Performance tasks/test material(s) used in teaching
(22.5%) 5. Results of assessment used in teaching
6. Others (Please specify and provide annotations)
3. Applied a June 2018 – 1. Classroom observation tool (COT) rating sheet and/or inter-observer Quality
range of teaching agreement form about managing classroom structure that engages
October 2018
strategies to learners in various activities
2. Lesson plans/modified DLLs highlighting various classroom Efficiency
develop critical
management strategies that engage learners in activities/tasks in
and creative different physical learning environments
thinking, as well 7.5% Timeliness
3. Others (Please specify and provide annotations)
as other higher-
order thinking
skills.

4. Managed June 2018 – 1. Classroom observation tool (COT) rating sheet and/or inter-observer Quality
II. classroom agreement form about managing classroom structure that engages
October 2018
LEARNING structure to learners in various activities
ENVIRONM 7.5% 2. Lesson plans/modified DLLs highlighting various classroom Efficiency
engage learners,
management strategies that engage learners in activities/tasks in
ENT AND individually or in different physical learning environments Timeliness
DIVERSITY groups, in 3. Others (Please specify and provide annotations)
 OF meaningful
LEARNERS exploration,
(22.5%) discovery and
hands-on
activities within a
range of physical
learning
environments.
5. Managed June 2018 – Classroom observation tool (COT) rating sheet and/or inter-observer Quality
agreement form about teacher management of learner behavior using
learner October 2018
the following strategies:
behavior 1. Providing motivation Efficiency
constructively 2. Praising the learners/Giving positive feedback
by applying 3. setting house rules/guidelines Timeliness
4. Ensuring learners' active participation
positive and
5. Allowing learners to express their ideas/opinions
non-violent 7.5% 6. Giving equalopportunities to learners
discipline to 7. Encouraging learners to ask questions
ensure 8. Others (Please specify and provide annotations)
learning-
focused
environments.

6. Used June 2018 – 1. Classroom observation tool (COT) rating sheet and/or inter-observer Quality
agreement form about using differentiated, developmentally
differentiated, October 2018
appropriate learning experiences
developmentall 2. Lesson plans/modified DLLs developed highlighting differentiation in Efficiency
y appropriate content, product, process, learning environment or others according to
learning learners' gender, needs, strengths, interests and experiences Timeliness
3. Instructional materials developed highlighting differentiation in
experiences to
7.5% content, product, process, learning environment or others according to
address learners' gender, needs, stengths, interests and experiences
learners' 4. Others (Please specify and provide annotations)
gender, needs,
strengths,
interests and
experiences.
III. 7. Planned, June 2018 – 7.5% 1. Classroom observation tool (COT) rating sheet and/or inter-observer Quality
agreement form about using developmentally sequenced teaching and
CURRICUL managed and October 2018
learning process
UM AND implemented 2. Lesson plans/modified DLLs highlighting developmentally sequenced Efficiency
PLANNING developmentall instruction that meet curriculum goals and varied teaching contexts
(22.5%) y sequenced 3. Instructional materials used to implement developmentally Timeliness
sequenced teaching and learning process to meet curriculum
teaching and
requirements and varied teaching contexts.
learning 4. Others (Please specify and provide annotations)
processes to
meet
curriculum
requirements
and varied
teaching
 contexts.

8. Participated June 2018 – 1. Personal notes of teachers on LACs/FGDs/meetings with proof of Quality
attendance
in collegial October 2018
2. Minutes of LAC/FGD sessions on use of teacher and learner feedback
discussions that to enrich teaching practice with proof of attendance Efficiency
use teacher and 3. Others (Please specify and provide annotations)
7.5%
learner Timeliness
feedback to
enrich teaching
practice.
9. Selected, June 2018 – 1. Classroom observation tool (COT) rating sheet and/or inter-observer Quality
agreement form about using appropriate teaching and learning
developed, October 2018
resources, including ICT Examples:
organized and Activity sheets/task sheets/work sheets Efficiency
used PowerPoint presentations
appropriate Video clips Timeliness
Module
teaching and 7.5% SIMs-Strategic Intervention Materials
learning Others
resources, 2. Lesson plans/modified DLLs with appropriate instructional materials
including ICT, appended
3. Others (Please specify and provide annotations)
to address
learning goals.
10. Designed, June 2018 – 1. Classroom observation tool (COT) rating sheet and/or inter-observer Quality
agreement form about using diagnostic, formative and summative
selected, October 2018
assessment strategies
organized and 2. Prepared lesson plans/modified DLLs highlighting appropriate use of Efficiency
used formative assessment strategies
diagnostic, 3. Developed diagnostic tests: (a) with TOS reviewed by superior; (b) Timeliness
with sample accomplished questionnaire/answer sheets
formative and
7.5% 4. Developed summative tests: (a) with TOS reviewed by superior; (b)
summative with sample accomplished questionnaire/answer sheets
assessment 5. Developed performance tasks: (a) with rubrics reviewed by superior;
strategies (b) with sample accomplished rubrics
6. Others (Please specify and provide annotations)
IV. consistent with
ASSESSME curriculum
NT AND requirements.
REPORTIN 11. Monitored June 2018 – 1. Compilation of a learner's written work with summary of results and Quality
with signature of parents
G and evaluated October 2018
2. Formative/summative assessment tools with TOS and frequency of
(22.5%) learner errors with identified least mastered skills Efficiency
progress and 3. Class records/grading sheets
7.5% 4. Lesson plans/modified DLLs showing index of mastery
achievement Timeliness
5. Others (Please specify and provide annotations)
using learner
attainment
data.
12. June 2018 – 1. At least 3 samples of corrected test papers of the same 3 learners in Quality
the same learning area with parents' or guardians' signature and date of
Communicated October 2018
promptly and 7.5% receipt
2. Minutes of PTA meetings or Parent-Teacher conferences in all Efficiency
clearly the quarters with proof of parents'/guardians' attendance
 learners' needs, 3. Report cards with parent's or guardian's signature in all quarters Timeliness
supported by minutes of meeting
progress and
achievement to 4. Communication with parents/guardians using various modalities
key 5. Anecdotal record showing entries per quarter
stakeholders, 6. Other documents showing learners' needs, progress and achievement
submitted to other stakeholders
including
parents/guardi
ans.
13. Performed June 2018 – 1. Certificate of Recognition or Participation Quality
2. Certificate of Training
various related October 2018
3. Certificate of Speakership
works/activities 4. Committee involvement Efficiency
V. PLUS
that contribute 5. Advisorship of Co-curricular activities
FACTOR 10% 6. Book of Journal Authorship/Co-authorship/Contributorship
to the teaching- Timeliness
(10%) 7. Coordinatorship/Chairpersonship
learning
8. Coaching and mentoring learners in competitions
process 9. Mentoring pre-service/in-service teachers
10. Others (Please specify and provide annotations)

_________________________ EMERLINDA R. VILLA

_________________________
Teacher I School Head

Ratee Rater and Approving Authority

 PERFORMANCE MONITORING AND COACHING FORM

DATE CRITICAL INCIDENCE OUTPUT IMPACT ON JOB/ ACTION SIGNATURE

DESCRIPTION PLAN
 PART IV: DEVELOPMENT PLANS FOR THE IPCRF (IPCRF-DP)

Strengths Development needs Action Plan Timeline Resources Needed

(Recommended Developmental
Intervention)
A.Functional Competencies
Objective no.2, KRAs 1 Objective no. 3,KRAs 2 -Attend seminar/graduate study -Year round -Personal Fund
Used a range of Teaching Used differentiated, -Peer Mentoring and coaching -Regular coachingand -Local Fund
strategies that enhance developmentally appropriate mentoring
learner achievement in learning experiences
literacy an numeracy
Objective no.3, KRAS 3 Objective no.3, KRAS 3 -Attend seminars and courses that -Year around -Local Fund
Selected, developed, Selected, developed, related in ICT -Semestral Break
organized and used organized and used -Attend InSET and LACs that will
appropriate teaching and appropriate teaching and enhance ICT integration
learning resources, including learning resources, including
ICT, to address learning goals ICT, to address learning goals
B. Core Behavioral Competencies
-Professionalism and Ethics -Teamwork - Peer mentoring and Team building -Regular peer mentoring HRTD Fund/
-Teamwork -Innovation - Benchmarking in other schools -Attend team building Local Fund
-Service Orientation -Managing Diversity within the division activity in the school
- Year round

Feedback:

LORMA MAY S. DATUIN

______________________ RONY C. RONCALES
_________________________ MARIBEL S. DIZON
_________________________
Head Teacher III Teacher III School Principal II
Rater Ratee Approving Authority