INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR TEACHER I-III

Name of Employee: ROSSINNI G. MEDEL Name of Rater: EULALIA F. FARILLON

Position: Teacher II Position: Head Teacher III
Bureau/Center/Service/Division: SAN NICOLAS NATIONAL HIGH SCHOOL Date of Review: October 2020
Review Period: SY 2020-2021
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION

MFO's KRA's OBJECTIVES TIME WEIGHT

PER PERFORMANCE INDICATORS ACTUAL ACTUAL SCORE*

LINE KRA RESULTS RATING

QET Outstanding Very Satisfactory Unsatisfactory Poor (1)
(5) Satisfactory (3) (2) Q E T A
(4)
 Classroom 1. Content 1. Applied May 7.5% Quality Showed Showed Showed Showed No
Observation Knowledge knowledge of 2018 knowledge of knowledge of knowledge of knowledge of acceptable
Tool (COT) and content within to content content content content evidence
 Weekly Pedagogy and across April and its integration and its and its and its integration was shown
Home Process curriculum 2019 within and integration integration within and
Learning (22.5%) teaching areas across subject within and within and across subject
Plan areas as shown across subject across subject areas as shown
 Instructional in MOV 1 with a areas as shown areas as shown in MOV 1 with a
Materials rating of 7 in MOV 1 with a in MOV 1 with a rating of 4
 Performanc rating of 6 rating of 5
e Efficiency Submitted at least Submitted 3 Submitted 2 Submitted any 1 No
Tasks/Test 4 lessons lessons using lessons using of the given acceptable
Materials using MOV 1 and MOV MOV evidence
supported by 1 and supported 1 and supported MOV was
any 1 of the other by any 1 of the by any 1 of the shown
given MOV other given other given
MOV MOV

Timeliness
 Classroom 2. Used a 7.5% Quality Facilitated using Facilitated using Facilitated using Facilitated using No
Observation range of different different different different acceptable
Tool (COT) teaching teaching teaching teaching teaching evidence
 Weekly strategies that strategies that strategies that strategies that strategies that was shown
Home enhance promote reading, promote promote promote
Learning learner writing and/or reading, writing reading, writing reading, writing
Plan achievement numeracy skills as and/or and/or and/or
 Instructional in shown in numeracy skills numeracy skills numeracy skills as
Materials literacy and MOV 1 with a as shown in as shown in shown in MOV 1
 Performanc numeracy rating of 7 MOV 1 with a MOV 1 with a with a rating of 4
e skills rating of 6 rating of 5
Tasks/Test
Materials Efficiency Submitted at least Submitted at Submitted at Submitted at least No
4 learner- least 3 learner- least 2 learner- 1 learner- acceptable
centered lessons centered centered centered lessons evidence
as evidently lessons as lessons as as evidently was shown
shown in MOV 1 evidently evidently shown in any of
And supported shown in MOV 1 shown in MOV 1 the given MOV
by any 1 of the And supported And supported
other MOV given by any 1 of the
other MOV
given

Timeliness
 Classroom 3. Applied a 7.5% Quality Used different Used different Used different Used different No
Observation range of teaching teaching teaching teaching acceptable
Tool (COT) teaching strategies strategies strategies strategies evidence
 Weekly strategies to that develop that develop that develop that develop was shown
Home develop critical critical and critical and critical and critical and
Learning and creative creative creative creative creative
Plan thinking, as thinking and/or thinking and/or thinking and/or thinking and/or
 Instructional well other HOTS as other HOTS as other HOTS as other HOTS as
Materials as other shown shown shown shown
 Performanc higher-order in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
thinking skills rating of 7 rating of 6 rating of 5 rating of 4
 e Efficiency Submitted at least Submitted at Submitted at Submitted at least No
Tasks/Test 4 lessons as least 3 lessons least 2 lessons 1 lessons as acceptable
Materials evidenced by as as evidenced by evidence
 Assessmen MOV 1 and evidenced by evidenced by MOV 1 and was shown
t Result supported MOV 1 and MOV 1 and supported
by any 1 of the supported supported by any 1 of the
other given MOV by any 1 of the by any 1 of the other given MOV
other given other given
MOV MOV
Timeliness
 Classroom 2. Learning 4. Managed May 7.5% Quality Used classroom Used classroom Used classroom Used classroom No
Observation Environme classroom 2018 management management management management acceptable
Tool (COT) nt structure to to strategies that strategies that strategies that strategies that evidence
 Weekly and engage April engage learners engage learners engage learners engage learners was shown
Home Diversity learners, 2019 in activities/tasks in in in activities/tasks
Learning (22.5%) individually or as shown in activities/tasks activities/tasks as shown in
Plan in groups, in MOV 1 with a as shown in as shown in MOV 1 with a
 Pictures meaningful rating of 7 MOV 1 with a MOV 1 with a rating of 7
with exploration, rating of 6 rating of 7
annotation discovery and Efficiency Submitted at least Submitted at Submitted at Submitted at least No
hands-on 4 lessons least 3 lessons least 2 lessons 1 lessons acceptable
activities supported by supported by supported by supported by evidence
within a range MOV 1 and any 1 MOV 1 and any MOV 1 and any MOV 1 and any 1 was shown
of of the 1 of the 1 of the of the
physical other acceptable other acceptable other acceptable other acceptable
learning MOV MOV MOV MOV
environments
Timeliness
 Classroom 5. Managed May 7.5% Quality Applied teacher Applied teacher Applied teacher Applied teacher No
Observation learner 2018 management management management management acceptable
Tool (COT) behavior to strategies of strategies of strategies of strategies of evidence
 Weekly constructively April learner behavior learner behavior learner behavior learner behavior was shown
Home by 2019 that that that that
Learning applying promote positive promote positive promote positive promote positive
Plan positive and and non-violent and non-violent and non-violent and non-violent
non-violent discipline as discipline as discipline as discipline as
 Classroom discipline to shown in MOV shown in MOV shown in MOV shown in MOV
Rules ensure submitted with a submitted with a submitted with a submitted with a
 Social learning- rating of 7 rating of 6 rating of 5 rating of 4
Media focused Efficiency Submitted at least Submitted at Submitted at Submitted any 1 No
Netiquette environments 4 of the given least 4 of the least 4 of the of the given acceptable
strategies as given given strategies as evidence
observed in at strategies as strategies as observed in only was shown
least observed in observed in 1 lessons
4 lessons 3 lessons 2 lessons
Timeliness
 Classroom 6. Used May 7.5% Quality Applied Applied Applied Applied No
Observation differentiated, 2018 differentiated differentiated differentiated differentiated acceptable
Tool (COT) developmental to teaching teaching teaching teaching evidence
 Weekly ly appropriate April strategies to strategies to strategies to strategies to was shown
Home learning 2019 address learner address learner address learner address learner
Learning experiences to diversity as shown diversity as diversity as diversity as shown
Plan address in MOV 1 with shown in MOV 1 shown in MOV 1 in MOV 1 with
 Instructional learners' a rating of 7 with with a rating of 4
Materials gender, a rating of 6 a rating of 5
 Performanc needs, Efficiency Submitted at least Submitted 3 Submitted 2 Submitted any 1 No
e strengths, 4 differentiated differentiated differentiated differentiated acceptable
Tasks/Test interests teaching teaching teaching teaching strategy evidence
Materials and strategies in at strategies in at strategies in at in only 1 lessons was shown
 Video experiences. least 2 least 2 least 2 as evidently
source with lessons as lessons as lessons as shown in any 1 of
annotation evidenced by evidenced by evidenced by the
MOV 1 and MOV 1 and MOV 1 and acceptable MOV
supported by any supported by supported by
1 of the other any 1 of the any 1 of the
acceptable MOV other other
acceptable MOV acceptable MOV
Timeliness
 Classroom 7. Planned, May 7.5% Quality Planned and Planned and Planned and Planned and No
Observation managed and 2018 implemented implemented implemented implemented acceptable
Tool (COT) implemented to developmentally developmentally developmentally developmentally evidence
developmental April sequenced sequenced sequenced sequenced was shown
 Weekly ly 2019 teaching and teaching and teaching and teaching and
Home sequenced learning process learning process learning process learning process
Learning teaching and as as as as
Plan learning shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
 Instructional processes to with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
Materials meet Efficiency Submitted at least Submitted 3 Submitted 2 Submitted 1 No
 Performanc curriculum 4 developmentally developmentally developmentally developmentally acceptable
e requirements sequenced sequenced sequenced sequenced evidence
Tasks/Test and varied teaching and teaching and teaching and teaching and was shown
Materials teaching learning learning learning learning
contexts. process as process as process as process as
evidently shown in evidently shown evidently shown evidently shown in
MOV 1 and in in any
supported by any MOV 1 and MOV 1 and 1 of the given
1 of the supported by supported by MOV
other given MOV any 1 of the any 1 of the
other given other given
MOV MOV
Timeliness
 Conference 3. 8. Participated May 7.5% Quality Consistently Frequently Occasionally Rarely No
Notebook Curriculum in collegial 2018 participated in participated in participated in participated in acceptable
 Certificates and discussions to LACs/ LACs/ LACs/ LACs/ evidence
 Attendance Planning that use April FGDs/ meeting to FGDs/ meetings FGDs/ meetings FGDs/ meetings was shown
Sheet (22.5%) teacher 2019 discuss teacher/ to discuss to discuss to discuss
and learner learner feedback teacher/ teacher/ teacher/
feedback to to enrich learner feedback learner learner feedback
enrich instruction to enrich feedback to to enrich
teaching as shown in the instruction enrich instruction
practice MOV submitted as shown in the instruction as shown in the
MOV submitted as shown in the MOV submitted
MOV submitted
Efficiency Participated in at Participated in at Participated in Participated in at No
least 4 least 3 at least 2 least 1 acceptable
LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ evidence
meetings as meetings as meetings as meetings as was shown
evidently shown in evidently shown evidently shown evidently shown in
 any in any in any any
1 of the given 1 of the given 1 of the given 1 of the given
MOV MOV MOV MOV
Timeliness
 Classroom 9. Selected, May 7.5% Quality Developed and Developed and Developed and Developed and No
Observation developed, 2018 used varied used varied used varied used varied acceptable
Tool (COT) organized and to teaching teaching teaching teaching evidence
 Weekly used April and learning and learning and learning and learning was show
Home appropriate 2019 resources, resources, resources, resources,
Learning teaching and including ICT to including ICT to including ICT to including ICT to
Plan learning address learning address learning address learning address learning
 Instructional resources, goals as shown in goals as shown goals as shown goals as shown in
Materials including MOV 1 with a in MOV 1 with a in MOV 1 with a MOV 1 with a
 Video ICT, to rating of 7 rating of 6 rating of 5 rating of 4
source/title address Efficiency Submitted at least Submitted 3 Submitted 2 Submitted any No
with learning 4 varied teaching varied teaching varied teaching teaching and acceptable
annotation goals. and learning and and learning resource, evidence
 Slide Decks resources, learning learning including ICT was shown
print out including resources, resources, as evidently
ICT, as evidently including ICT, including ICT, shown in any of
shown in MOV 1 as evidently as evidently the acceptable
and supported by shown in MOV 1 shown in MOV 1 MOV
any 1 of the and and
acceptable MOV supported by supported by
any 1 of the any 1 of the
acceptable acceptable
MOV MOV

Timeliness
 Classroom 4. 10. Designed, May 7.5% Quality Designed, Designed, Designed, Designed, No
Observation Assessme selected, 2018 selected, selected, selected, selected, acceptable
Tool (COT) nt and organized and to organized organized organized organized evidence
 Weekly Reporting used April and used and used and used and used was shown
Home (22.50%) diagnostic 2019 diagnostic, diagnostic, diagnostic, diagnostic,
Learning formative and formative formative formative formative
summative and summative and summative and summative and summative
 Plan assessment assessment assessment assessment assessment
 Activity strategies strategies strategies strategies strategies
Sheet consistent with consistent with consistent with consistent with consistent with
 Performanc curriculum curriculum curriculum curriculum curriculum
e Test with requirements requirements as requirements as requirements as requirements as
rubrics shown shown shown shown
in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4
Efficiency Submitted at least Submitted 3 Submitted 2 Submitted 1 No
4 varied varied varied assessment acceptable
assessment tools assessment assessment tool as evidently evidence
as evidently tools as tools as shown in any 1 was shown
shown in any 1 of evidently shown evidently shown of the acceptable
the acceptable in any 1 in any 1 MOV
MOV of the of the
acceptable MOV acceptable MOV
Timeliness
 Learner’s 11. Monitored May 7.5% Quality Consistently Frequently Occasionally Rarely monitored No
written work and evaluated 2018 monitored and monitored and monitored and and evaluated acceptable
with parents learner to evaluated evaluated evaluated learner progress evidence
signature progress and April learner progress learner progress learner progress and achievement was shown
 Summative achievement 2019 and achievement and and using learner
Assessmen using learner using learner achievement achievement attainment data as
t with least attainment attainment data using learner using learner shown in the MOV
mastered data as shown in the attainment data attainment data submitted
skills MOV submitted as shown in the as shown in the
 Class MOV MOV submitted
Records/ submitted
Grading Efficiency Submitted a Submitted a Submitted a Submitted 1 No
sheets combination of at combination of 3 combination of 2 acceptable MOV acceptable
 Weekly least of of the evidence
Home 4 of the the acceptable acceptable MOV was shown
Learning acceptable MOV MOV
Plan Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
were distributed were distributed were distributed was completed acceptable
across 4 quarters across 3 across 2 in only 1 quarter evidence
 quarters quarters was shown
 3 samples 12. May 7.5% Quality Consistently Frequently Occasionally Rarely showed No
of corrected Communicate 2018 showed prompt showed prompt showed prompt prompt and clear acceptable
test papers d promptly to and and and clear evidence
of learners and clearly the April clear clear clear communication of was shown
with parents learner's 2019 communication of communication communication the learners
signature needs, the learners of the learners of the learners needs, progress
 Individual progress and needs, progress needs, progress needs, progress and achievement
Learners achievement and achievement and and to key
Monitoring to key to key achievement achievement stakeholders,
Plan stakeholders, stakeholders, to key to key including
 Letter to including including stakeholders, stakeholders, parents/guardians
parents parents/ parents/guardians including including as shown in the
guardians. as shown in the parents/ parents/ MOV submitted
MOV submitted guardians as guardians as
shown in the shown in the
MOV submitted MOV submitted
Efficiency Submitted a Submitted a Submitted a Submitted any 1 No
combination of at combination of 3 combination of 2 of the given acceptable
least of the of the MOV evidence
4 of the acceptable MOV acceptable MOV was shown
acceptable MOV
Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
were distributed were distributed were distributed was completed in acceptable
across 4 quarters across 3 across 2 only 1 quarter evidence
quarters quarters was shown
 Certificate 5. Plus 13. Performed May 10% Quality Consistently Frequently Occasionally Rarely performed No
of Factor various related 2018 performed various performed performed various acceptable
Recognition (10%) works/ to related various various related evidence
/ activities that April work/activities that related related work/activities that was shown
Participation contribute to 2019 contribute to the work/activities work/activities contribute to the
 Committee the teaching- teaching learning that that teaching learning
Involvement learning process as shown contribute to the contribute to the process as shown
 Coordinators process. in the MOV teaching teaching in the MOV
hip submitted learning learning submitted
 Pictures with process as process as
 annotation shown in the shown in the
MOV MOV
submitted submitted
Efficiency Submitted at least Submitted at Submitted at Submitted any 1 No
4 different kinds least 3 different least 2 different acceptable acceptable
of acceptable kinds kinds MOV evidence
MOV of acceptable of acceptable was shown
MOV MOV
Timeliness

˟ To get the score, the rating is multiplied by the weight assigned.

MARGARITA B. HINGUILLO ROSSINNI G. MEDEL ROSIENE C. CEBAL, Ph. D.

RATER RATEE PRINCIPAL II
APPROVING AUTHORITY
 PART II: COMPETENCIES
COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
Self-Management
1. Sets personal goals and direction, needs and development.
2. Understands personal actions and behavior that are clear and purposive and takes
into account personal goals and values congruent to that of the organization
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals
4. Prioritize work tasks and schedules (through Gantt charts, checklists, etc.) to achieve
goals
5. Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics
1. Demonstrate the values and behavior enshrined in the Norms and Conduct and
Ethical Standards for Public Officials and Employees (RA 6713).
2. Practice ethical and professional behavior and conduct taking into account the impact
of his/her actions and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and
punctuality, good grooming and communication.
4. Makes personal sacrifices to meet the organization’s needs.
5. Act with a sense of urgency and responsibility to meet the organization’s needs,
improve system and help others improve their effectiveness.
Result Focus
1. Achieves results with optimal use of time and resources mist of the time.
2. Avoids rework, mistakes and wastage through effective work methods by placing
organizational needs before personal needs.
3. Delivers error-free outputs most of the time by conforming to standard operating
procedures correctly and consistently. Able to produce very satisfactory quality of work
in terms of usefulness/acceptability and completeness with no supervision required.
4. Expresses a desire to do better and may express frustration at waste or inefficiency.
May focus on new or more precise ways of meeting goals set
5. Makes specific changes in the system or in own work methods to improve
performance. Examples may include doing something better, faster, at a lower cost,
Teamwork
1. Willingly does his/her share of responsibility
2. Promotes collaboration and removes barriers to teamwork and goal
accomplishment across the organization.
3. Applies negotiation principles in arriving at win-win agreements.
5 4. Drives consensus and team ownership of decisions 5
5. Works constructively and collaboratively with others and across organizations to
accomplish organizational goals and objectives.
Service Orientation
1. Can explain and articulate organizational directions, issues and problems.
2. Takes personal responsibility for dealing with and/or correcting customer service
issues and concerns.
5 3. Initiates activities that promotes advocacy for men and women empowerment. 5
4. Participates in updating office vision, mission, mandates and strategies based on
DEPED strategies and directions.
5. Develops and adopts service improvement program through simplified procedures
that will further enhance service delivery.
Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster
new ideas, processes, and suggests better ways to do things (cost and/or
operational efficiency).
2. Demonstrates an ability to think “beyond the box”. Continuously focuses on
5 improving personal productivity to create higher value and results. 3
3. Promotes a creative climate and inspires co-workers to develop original ideas or
solutions.
4. Translates creative thinking into tangible changes and solutions that improve the
work unit and organization.
5. Uses ingenious methods to accomplish responsibilities. Demonstrates
 more efficiently, or improving quality, customer satisfaction, morale, without setting resourcefulness and the ability to succeed with minimal resources.
any specific goal.
5 – Role model; 4 – Consistently demonstrate; 3- Most of the time demonstrates; 2- Sometimes demonstrate; 1- Rarely demonstrate

CORE SKILLS
Achievement
1. Enjoy working hard
2. Is action-oriented and full of energy for the things he/she sees as challenging
5
3. Forwards personal, professional and work unit needs and interests in an issue.
4. Seize more opportunities than others
5. Strategic thinker
Managing Diversity
1. Respect all kinds of classes of people
2. Deals effectively with all races, nationalities. cultures, disabilities, ages and both sexes
3. Support equal and fair treatment and opportunity for all 5
4. Applies equal standards and criteria to all classes
5.Manifest cultural and gender sensitivity when dealing with people

Accountability
1. Can be counted on to exceed goals successfully
5
2. Steadfastly pushes self and others towards results
3. Gets things done on time and optimum use of resources
4. Builds team spirit
5. Transacts with transparency

OVERALL COMPETENCY RATINGS

CORE BEHAVIORAL COMPETENCIES

CORE SKILLS
OVERALL RATING _______
5 – Role model; 4 – Consistently demonstrate; 3- Most of the time demonstrates; 2- Sometimes demonstrate; 1- Rarely demonstrate
PART III: SUMMARY OF RATINGS FOR DISCUSSION
Numerical Adjectival
Final Performance Results
Rating Rating

Accomplishments of KRAs and Objectives

Adjectival Ratings:
RANGE DEFINITION
4.500 – 5.00 Outstanding
3.500 – 4.499 Very Satisfactory
2.500 – 3.499 Satisfactory
1.500 – 2.499 Unsatisfactory
below 1.499 Poor
Rater-Ratee Agreement

signature below confirm that the employee and his/her superior have agreed on content of this
The
appraisal form and the performance rating.
Name of Employee: ROSSINNI G. MEDEL Name of Superior: ROSIENE C. CEBAL, Ph. D.
Signature: Signature:
Date: Date:
 PART IV: DEVELOPMENT PLANS OF THE IPCRF (IPCRF-DP)
Strengths Developmental Needs Action Plan (Recommended Timeline Resources Needed
Developmental Intervention)
A. Teaching Competencies (PPST)
KRA 3, Objective 3 KRA 3, Objective 1  Attend LAC Session, Year-round  Master Teachers
Selected, developed, organized Participated in collegial seminars and trainings
and used appropriate teaching discussions that use teacher and related to teaching  Learning and
and learning resources, learner feedback to enrich practice Development
including ICT, to address teaching practice. Coordinator
learning goals.  Seek coaching and
mentoring
B. Core Behavioral Competencies
 Self-Management Service Orientation particularly  Mentoring Year-round  Master Teacher
 Professionalism and Ethics in developing and adopting  Attend meetings,
 Result Focus service improvement program conference and  School Fund
 Teamwork through simplified procedures discussions that focuses
 Innovation that will further enhance on enhancing service
service delivery. delivery

Rater: Ratee: Approved:

MARGARITA B. HINGUILLO ROSSINNI G. MEDEL ROSIENE C. CEBAL, Ph. D.

Master Teacher I Teacher I Principal II
 Republic of the Philippines
Department of Education
Region VI-Western Visayas
DIVISION OF CAPIZ
SAN NICOLAS NATIONAL HIGH SCHOOL
San Nicolas, Tapaz, Capiz

MID-YEAR REVIEW FORM (MRF)

Name of Employee: ROSSINNI G. MEDEL Name of Rater: MARGARITA B. HINGUILLO
Position: TEACHER I Position: MASTER TEACHER I
Bureau/Center/Service/Division: SAN NICOLAS NATIONAL HIGH SCHOOL Date of Review: November 2018
Rating Period: S.Y. 2018-2019
MFOs KRAs Objectives Timelin Weight MOV Performan Mid-Year Review/ Rating Mid-Year Review
e per ce Target Results
KRA
Ratee (Teacher) Rater (Master
Teacher)
Rating Remarks Rating Remarks
 Classroom Observation 1. Content 1. Applied May 7.5% 1. Instructional Quality
Tool (COT) Knowledge knowledge of 2018- Materials
 Daily Lesson Plan and content within and April Efficiency
 Instructional Materials Pedagogy across 2019
 Performance Process curriculum Timeliness
Tasks/Test Materials (22.5%) teaching areas
 Pictures with annotation
 Classroom Observation 2. Used a range of May 7.5% 2. Classroom Quality
Tool (COT) teaching 2018- Observation Tool
 Daily Lesson Plan strategies that April 3. Daily Lesson Plan
 Instructional Materials enhance 2019 4. Test Materials Efficiency
 Performance learner 5. Pictures with
Tasks/Test Materials achievement in annotation
 Pictures with annotation literacy and Timeliness
numeracy
skills

 Classroom Observation 3. Applied a range May 7.5% 1. Classroom Quality

Tool (COT) of teaching 2018- Observation Tool
 Daily Lesson Plan strategies to April 2. Instructional
develop critical 2019 Materials Efficiency
 Instructional Materials and creative 3. Test Materials
 Performance thinking, as well 4. Assessment Result
Tasks/Test Materials as other higher- Timeliness
 Assessment Result order
 Pictures with annotation thinking skills
 Classroom Observation 2. Learning 4. Managed May 7.5% 1. Daily Lesson Plan Quality
Tool (COT) Environment classroom 2018 2. Pictures with
 Daily Lesson Plan and Diversity structure to engage to annotation
 Pictures with annotation (22.5%) learners, April
individually or in 2019 Efficiency
groups, in
meaningful
exploration,
discovery and Timeliness
hands-on
activities within a
range of
physical learning
environments
 Classroom Observation 5. Managed learner May 7.5% 1. Classroom Rules Quality
Tool (COT) behavior 2018
 Daily Lesson Plan constructively by to
 Classroom Rules applying positive April
 Pictures with annotation and 2019 Efficiency
non-violent
discipline to
ensure learning- Timeliness
focused
environments
 Classroom Observation 6. Used May 7.5% 1. Video with Quality
Tool (COT) differentiated, 2018 annotation
 Daily Lesson Plan developmentally to
 Instructional Materials appropriate April
 Performance learning 2019 Efficiency
Tasks/Test Materials experiences to
 Video source with address learners'
annotation gender, Timeliness
 Pictures with annotation needs, strengths,
interests
and experiences.
 Classroom Observation 7. Planned, May 7.5% 1. Instructional Quality
managed and 2018 Materials
 Tool (COT) implemented to 2. Performance Task
 Daily Lesson Plan developmentally April
 Instructional Materials sequenced teaching 2019
 Performance and Efficiency
Tasks/Test Materials learning processes
 Pictures with annotation to meet
curriculum
requirements Timeliness
and varied teaching
contexts.
 Conference Notebook 3. 8. Participated in May 7.5% 1. Conference Quality
 Narrative Report Curriculum collegial 2018 Notebook
 Pictures with annotation and discussions that use to 2. Narrative Report
Planning teacher April 3. Pictures with Efficiency
(22.5%) and learner 2019 annotation
feedback to
enrich teaching Timeliness
practice
 Classroom Observation 9. Selected, May 7.5% 1. Instructional Quality
Tool (COT) developed, 2018 Materials
 Daily Lesson Plan organized and used to 2. Slide Decks print out
 Instructional Materials appropriate April Efficiency
 Pictures with annotation teaching and 2019
 Video source/title with learning resources,
annotation including
 Slide Decks print out ICT, to address Timeliness
learning
goals.
 Classroom Observation 4. 10. Designed, May 7.5% 1. Quarterly Quality
Tool (COT) Assessment selected, 2018 Examination with
 Daily Lesson Plan and organized and used to TOS
 Quarterly Examination Reporting diagnostic April 2. Performance Test
with TOS (22.50%) formative and 2019 with Rubrics Efficiency
 Performance Test with summative
rubrics assessment
 Pictures with annotation strategies
consistent with Timeliness
curriculum
requirements
 Learner’s written work 11. Monitored and May 7.5% 1. Learner’s written Quality
with parents signature evaluated 2018 Work with parent’s
learner progress to signature
 Summative Assessment and April 2. Class Efficiency
with least mastered achievement using 2019 Record/Grading
skills learner Sheets
 Class Records/ Grading attainment data Timeliness
sheets
 Daily Lesson Plan
 3 samples of corrected 12. Communicated May 7.5% 1. 3 samples of Quality
test papers of learners promptly 2018 corrected test
with parents signature and clearly the to papers with parent’s
 Minutes of PTA meeting learner's April signature
with parents signature needs, progress 2019 2. Minutes of PTA Efficiency
 Communication with and Meeting
parents achievement to key 3. PTA Resolution
 PTA Resolution stakeholders,
including Timeliness
parents/guardians.
 Certificate of 5. Plus 13. Performed May 10% 1. Certificate of Quality
Recognition/ Participation Factor various related 2018 Recognition/Particip
 Committee Involvement (10%) works/activities that to ation
 Coordinatorship contribute to the April 2. Committee Efficiency
 Coaching and mentoring teaching- 2019 Involvement
of learners in competitions learning process. 3. Coordinatorship
 Pictures with annotation 4. Coachng/mentoring Timeliness
of learners in
competition
*Please see attached list of MOVs

MARGARITA B. HINGUILLO ROSSINNI G. MEDEL ROSIENE C. CEBAL, Ph. D.

RATER RATEE PRINCIPAL II
APPROVING AUTHORITY