MID-YEAR REVIEW FORM (MRF)

SY 2022-2023

NOTE TO THE RATER:

This Mid-year Review Form (MRF) gives you the chance to confer with the teachers/ratees for t
You need to provide suggestions, recommendations and/or the most appropriate technical ass
achieving their targets. Note that the mid-year review is for performance monitoring and coach
solely on the year-end evaluation.
STEPS IN CONDUCTING MID-YEAR REVIEW
Step 1: Assess the Teacher's Porfolio using the suggested Mid-year Review Form (MRF). You ma
feedback/reflection notes to give reasons for your initial ratings.
Step 2: Conduct Mid-year review conference to discuss initial ratings with ratees.

Step 3: Discuss with the Ratees their respective performance concerns.

Step 4: Monitor teacher performance and coach them using the Performance Monitoring and C
Mid-year Review Form (MRF).

Developed by:
CHRISTINE ANNE M. PREPUSE
Master Teacher I, Dasmariñas West NHS
City Schools Division of Dasmariñas
christineanne.prepuse@deped.gov.ph
 RM (MRF)

he teachers/ratees for them to improve performance.

ppropriate technical assistance to support teachers in
ce monitoring and coaching. The final rating depends

ew Form (MRF). You may write appropriate

th ratees.

mance Monitoring and Coaching Form (PMCF) and

 MID-YEAR REVIEW FORM (MRF) FOR PROFICIENT TEACHERS
Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period SY 2022 - 2023

Mid-year Review/Rating
Mid-year Review
MFOs KRAs Objectives Timeline Weight Means of Verification Performance Ratee (Teacher) Rater
Results
Target Rating Remarks Rating Remarks
Basic 1. Content 1. Applied knowledge of August 2022 - 7% Classroom observation tool (COT) rating sheet/s
Education Knowledge and content within and across July 2023 or inter-observer agreement form/s done through
Services Pedagogy curriculum teaching areas. onsite/face-to-face//in- person classroom
( 21%) (PPST 1.1.2) observation. Quality

If onsite/face-to-face/in-person classes are not

implemented,
1. through observation of synchronous /
asynchronous teaching in other modalities; or
Efficiency
2. through observation of a demonstration
teaching* via LAC session.
Timeliness

2. Used a range of teaching 7% Classroom observation tool (COT) rating sheet/s

strategies that enhance or inter-observer agreement form/s done through
learner achievement in onsite/face-to-face//in- person classroom
literacy and numeracy skills. observation. Quality
(PPST 1.4.2)
If onsite/face-to-face/in-person classes are not
implemented,
1. through observation of synchronous /
asynchronous teaching in other modalities; or Efficiency
2. through observation of a demonstration
teaching* via LAC session.

Timeliness

3. Applied a range of 7% Classroom observation tool (COT) rating sheet/s

teaching strategies to or inter-observer agreement form/s done through
develop critical and creative onsite/face-to-face//in- person classroom
thinking, as well as other observation. Quality
higher- order thinking skills.
(PPST 1.5.2) If onsite/face-to-face/in-person classes are not
implemented,
1. through observation of synchronous /
asynchronous teaching in other modalities; or Efficiency
2. through observation of a demonstration
teaching* via LAC session.
Timeliness

Basic 2. Learning 4. Managed classroom 7% Classroom observation tool (COT) rating sheet/s
Education Environment structure to engage learners, or inter-observer agreement form/s done through
Services and Diversity of individually or in groups, in onsite/face-to-face//in- person classroom
Learners meanigful exploration, observation. Quality
(21%) discovery and hands-on
activity within a range of If onsite/face-to-face/in-person classes are not
physical learning implemented,
environments. 1. through observation of synchronous /
(PPST 2.3.2) asynchronous teaching in other modalities; or Efficiency
2. through observation of a demonstration
teaching* via LAC session.
Timeliness
 5. Managed learner behavior
constructively by applying
positive and non-violent
discipline to ensure
learning- focused
environments.
(PPST 2.6.2)
6. Used differentiated,
developmentally appropriate
learning experiences to
address learners gender,
needs, strengths, interest
and experiences.
(PPST 3.1.2)
Basic 3. Curriculum 7. Planned, managed and
Education and Planning implemented
Services (21%) developmentally sequenced
teaching and learning
processes to meet
curriculum requirements
and varied teaching
contexts.
(PPST 4.1.2)
8. Participated in collegial
discussions that use teacher
and learner feedback to
enrich teaching practice.
(PPST 4.4.2)
9. Selected, developed,
organized and used
appropriate teaching and
learning resources,
including ICT, to address
learning goals. (PPST 4.5.2)
7% Classroom observation tool (COT) rating sheet/s
or inter-observer agreement form/s done through
onsite/face-to-face//in- person classroom
observation. Quality
If onsite/face-to-face/in-person classes are not
implemented,
1. through observation of synchronous /
asynchronous teaching in other modalities; or
2. through observation of a demonstration Efficiency
teaching* via LAC session.
Timeliness
7% Classroom observation tool (COT) rating sheet/s
or inter-observer agreement form/s done through
onsite/face-to-face//in- person classroom
observation. Quality
If onsite/face-to-face/in-person classes are not
implemented,
1. through observation of synchronous /
asynchronous teaching in other modalities; or
Efficiency
2. through observation of a demonstration
teaching* via LAC session.
Timeliness
7% Classroom observation tool (COT) rating sheet/s
or inter-observer agreement form/s done through
onsite/face-to-face//in- person classroom
observation. Quality
If onsite/face-to-face/in-person classes are not
implemented,
1. through observation of synchronous /
asynchronous teaching in other modalities; or
Efficiency
2. through observation of a demonstration
teaching* via LAC session.
Timeliness
7% 1. Proofs of attendance in LAC
sessions/FGDs/meetings and other collegial
discussions.
2. Minutes of LAC sessions /FGDs/meetings/
other collegial discussions on use of teacher and
learner feedback to enrich teaching practice. Quality
3. Reflection Notes of teachers on their
demonstration of teaching practices follwoing
participation from LAC
essions/FGDs/meetings/other collegial discussions
that use teacher and learner feedback to enrich
teaching practice, with proof/s of attendance.
4. Any
Efficiency
equivalent ALS form/document that highlights the
objective.
Timeliness
7% Classroom observation tool (COT) rating sheet/s
or inter-observer agreement form/s done through
onsite/face-to-face//in- person classroom
observation. Quality
If onsite/face-to-face/in-person classes are not
implemented,
1. through observation of synchronous /
asynchronous teaching in other modalities; or
2. through observation of a demonstration Efficiency
teaching* via LAC session.
Timeliness
 Basic 4. Assessment 10. Designed, selected,
Education and Reporting organized and used
Services (21%) diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements.
(PPST 5.1.2)
11. Monitored and evaluated
learner progress and
achievement using learner
attainment data.
(PPST 5.2.2)
12. Communicated promptly
and clearly the learners'
needs,progress and
achievement to key
stakeholders, including
parents/guardians.
(PPST 5.4.2)
Basic 5. Personal 13. Applied a personal
Education Growth and philosophy of teaching that
Services Professional is learner centered
Development (PPST 7.1.2)
(14%)
7% Classroom observation tool (COT) rating sheet/s
or inter-observer agreement form/s done through
onsite/face-to-face//in- person classroom
observation. Quality
If onsite/face-to-face/in-person classes are not
implemented,
1. through observation of synchronous /
asynchronous teaching in other modalities; or Efficiency
2. through observation of a demonstration
teaching* via LAC session.
Timeliness
7% Any one(1) of the following:
1. Individual Learning Monitoring
Plan (ILMP)
2. Peer assessment data
3. Sample of learners' output with reflection / self
assessment Quality
4. Progress charts/anecdotal records
5. Class/e-class record/grading sheets
6. Lesson plans showing index of mastery
7. Frequency of errors with identified
least/most mastered skills
8. Any equivalent ALS Efficiency
form/document that highlights the objective(e.g.,
Individual Learning Agreement (ILA), ALS
Assessment Form 2)
9. Others(please specify and provide annotations) Timeliness
7% Any one (1) of the following:
 A sample of corrected test paper of a learner in
a learning area with parent's or guardian's
signature and date of reciept
 Minutes of meetings with key stakeholders
( e.g., PTA,SGC,SPT,CPC0 with proof of Quality
attendance
 Report card with parent's or guardian's
signature in all quarters supported by minutes of
meeting
 Communication with key stakeholders (e.g.
parents/guardians, co-teachers, LGU) using Efficiency
various modalities
 Anecdotal record showing entries per quarter
 Any equivalent ALS form/document vthat
highlights the objective
Others(Please specify Timeliness
and provide annotations)
7% A reflection/journal entry that highlights the
application of learner-centered teaching philosophy Quality
in the lesson plan or community work.
Efficiency
Timeliness
 Development
(14%)

14. Set professional 7% 1. Certification from the ICT Coordinator / School

development goals based on
the Philippine Professional
Standards for Teachers.
(PPST 7.5.2)
Head / Focal Person in charge of e- SAT Quality
2. IPCRF-DP
3. Mid-Year Review Form (MRF)
4. Updated IPCRF-DP from Phase II
Efficiency

Timeliness

Basic Plus Factor 15. Performed various 2% Any one (1) proof of:
Education related works/activities that  committee involvement;
Services contribute to the teaching-  involvement as module/learning material
learning process. writer/validator Quality
 involvement as a resource speaker/learning
facilitator in the RO/SDO/school-initiated TV/radio-
based instruction;
 book or journal authorship/co-authorship/
contributorship ;
 advisorship/coordinatorship/chairpersonship
 participation in demonstration teaching; Efficiency
 participation as research presenter in a
forum/conference;
 mentoring of pre-service / in-service teachers
 conducted research within the rating period;
 Others (Please specify)
With annotations on how it contributed to the
teaching-learning process.
Timeliness

Mid-year Review Rating Poor 0.000

0 0 JOSEFINO P. REYES
RATEE RATER APPROVING AUTHORITY
 MID-YEAR REVIEW FORM (MRF) FOR HIGHLY PROFICIENT TEACHERS
Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period SY 2022 - 2023

Mid-year Review/Rating
Mid-year Review
MFOs KRAs Objectives Timeline Weight Means of Verification Performance Ratee (Teacher) Rater
Results
Target Rating Remarks Rating Remarks
Basic 1. Content 1. Modeled effective 7% Classroom observation tool (COT) rating sheets
Education Knowledge and applications of content done through onsite/face-to-face//in- person
Services Pedagogy knowledge within and classroom observation.
Quality
( 21%) across curriculum teaching
areas. If onsite/face-to-face/in-person classes are not
(PPST 1.1.3) implemented,
1. through observation of synchronous /
asynchronous teaching in other modalities; or
2. through observation of a demonstration
teaching* via LAC session. Efficiency

and proof of attendance of colleague/s

Timeliness

2. Evaluated with colleagues 7% 1. Proof/s of attendance in coaching and

the effectiveness of teaching mentoring sessions/meetings/LAC sessions/ FGDs
strategies that promote / other collegial discussions that highlight the
learner achievement in objective.
literacy and numeracy. 2. Minutes/Notes of coaching and mentoring
(PPST 1.4.3) sessions/meetings/ FGDs / other collegial Quality
discussions that highlights the objective.

3. Reflection notes of teachers on the coaching

and mentoring sessions/meetings/LAC sessions/
FGDs/ other collegial discussions that highlights
the objective with proof/s of attendance
Efficiency
4. Performance Monitoring and Coaching
Form (PMCF), with annotations highlighting the
objective
Timeliness

3. Developed and applied 7% Classroom observation tool (COT) rating sheets

effective teaching strategies done through onsite/face-to-face//in- person
to promote critical and classroom observation.
Quality
creative thinking, as well as
other higher- order thinking If onsite/face-to-face/in-person classes are not
skills. implemented,
(PPST 1.5.3) 1. through observation of synchronous /
asynchronous teaching in other modalities; or
3. through observation of a demonstration
teaching* via LAC session. Efficiency

and proof of attendance of colleague/s

Timeliness
Basic 2. Learning 4. Worked with colleagues to
Education Environment model and share effective
Services and Diversity of techniques in the
Learners management of classroom
(21%) structure to engage learners,
individually or in groups, in
meaningful exploration,
discovery and hands-on
activities within a range of
physical learning
environments.
(PPST 2.3.3)
5. Exhibited effective and
constructive behavior
management skills by
applying positive and non-
violent discipline to ensure
learning-focused
environments.
(PPST 2.6.3)
6. Worked with colleagues to
share differentiated,
developmentally appropriate
opportunities to
address learners’
differences in gender,
needs, strengths, interests,
and experiences.
(PPST 3.1.3)
Basic 3. Curriculum 7. Developed and applied
Education and Planning effective strategies in the
Services (21%) planning and management
of developmentally
sequenced teaching and
learning processes to meet
curriculum requirements
and varied teaching
contexts.
(PPST 4.1.3)
8. Reviewed with colleagues,
teachers, and learnersr
feedback to plan, facilitate
and enrich teaching
practice.
(PPST 4.4.3)
7% Classroom observation tool (COT) rating sheets
done through onsite/face-to-face//in- person
classroom observation.
Quality
If onsite/face-to-face/in-person classes are not
implemented,
1. through observation of synchronous /
asynchronous teaching in other modalities; or
3. through observation of a demonstration
teaching* via LAC session. Efficiency
and proof of attendance of colleague/s
Timeliness
7% Classroom observation tool (COT) rating sheets
done through onsite/face-to-face//in- person
classroom observation.
Quality
If onsite/face-to-face/in-person classes are not
implemented,
1. through observation of synchronous /
asynchronous teaching in other modalities; or
3. through observation of a demonstration
teaching* via LAC session. Efficiency
and proof of attendance of colleague/s
Timeliness
7% Classroom observation tool (COT) rating sheets
done through onsite/face-to-face//in- person
classroom observation.
Quality
If onsite/face-to-face/in-person classes are not
implemented,
1. through observation of synchronous /
asynchronous teaching in other modalities; or
3. through observation of a demonstration
teaching* via LAC session. Efficiency
and proof of attendance of colleague/s
Timeliness
7% Classroom observation tool (COT) rating sheets
done through onsite/face-to-face//in- person
classroom observation.
Quality
If onsite/face-to-face/in-person classes are not
implemented,
1. through observation of synchronous /
asynchronous teaching in other modalities; or
3. through observation of a demonstration
teaching* via LAC session. Efficiency
and proof of attendance of colleague/s
Timeliness
7% 1. Approved LAC Plan
2. Minutes of LAC,FGD sessions, or other Quality
collegial discussions, with proof of attendance.
3. Performance Monitoring and Coaching Form
Efficiency
Timeliness
 9. Advised and guided
colleagues in the selection,
organization, development,
and use of appropriate
teaching and learning
resources, including ICT, to
address specific learning
goals. (PPST 4.5.3)
Basic 4. Assessment 10. Worked collaboratively
Education and Reporting with colleagues to review
Services (21%) the design, selection,
organization, and use of a
range of effective
diagnostic, formative, and
summative assessment
strategies consistent with
curriculum requirements.
(PPST 5.1.3)
11. Interpreted
collaboratively monitoring
and evaluation strategies of
attainment data to support
learner progress and
achievement.
(PPST 5.2.3)
7% 1. Proof/s of attendance in coaching and
mentoring sessions/meetings/LAC sessions/ FGDs
/ other collegial discussions that highlight the
objective.
2. Minutes/Notes of coaching and mentoring Quality
sessions/meetings/ FGDs / other collegial
discussions that highlights the objective.
3. Reflection notes of teachers on the coaching
and mentoring sessions/meetings/LAC sessions/
FGDs/
other collegial discussions that highlights the
objective with proof/s of attendance. Efficiency
4. Performance Monitoring and Coaching
Form (PMCF), with annotations highlighting the
objective Timeliness
7% 1. Proof/s of attendance in coaching and
mentoring sessions/meetings/LAC sessions/ FGDs
/ other collegial discussions that highlight the
objective.
2. Minutes/Notes of coaching and mentoring
Quality
sessions/meetings/ FGDs / other collegial
discussions that highlights the objective.
3. Reflection notes of teachers on the coaching
and mentoring sessions/meetings/LAC sessions/
FGDs/
other collegial discussions that highlights the
objective with proof/s of attendance. Efficiency
4. Performance Monitoring and Coaching
Form (PMCF), with annotations highlighting the
objective Timeliness
7% 1. Approved LAC/FGD Plan
2. Any proof of communication with colleagues
(e.g. text/chat)
Quality
3. Results of collaborative interpretation
4. Minutes of LAC, FGD session, or other
meetings, with proof of attendance
5. Performance Monitoring and Coaching Form Efficiency
(PMCF) with annotations highlighting interpretation
of monitoring and evaluation strategies of
attainment data.
Timeliness
 12. Applied skills in the
effective communication of
learner needs, progress and
achievement to key
stakeholders, including
parents/guardians. (PPST
5.4.3)
Basic 5. Personal 13. Manifested a learner-
Education Growth and centered teaching
Services Professional philosophy in various
Development aspects of practice and
(14%) support
colleagues in enhancing
their own learner- centered
teaching philosophy. (PPST
7.1.3)
14. Reflected on the
Philippine Professional
Standards for Teachers to
plan personal professional
development goals and
assist colleagues in
planning and achieving their
own goals. (PPST 7.5.3)
7% Any one (1) of the following documents highlighting
the objective:
 Sample agreement of learners’ test results
signed by parents and corresponding ng evidence
of improvement
 Attendance sheet/minutes of parent-teacher
conference.
 Record of dialogue and/or parent-teacher
conferences and corresponding evidence of Quality
improvement
 Anecdotal record communicated to and
signed by the learners and/or parents with
corresponding evidence of improvement
 Sample of learners' test results signed by
parents and corresponding evidence of
improvement
 Sample of accomplished rubrics given for
performance task and corresponding evidence of
improvement Efficiency
 Sample agreement for learners at risk signed
by the parents and corresponding evidence of
improvement
 Signed report cards of students at risk with
corresponding evidence of improvement
 Accomplished home visitation forms signed by
the learners and/or parents
 Proof of communication with wider school- Timeliness
community stakeholders
 Others(Please specify)
7% A reflection/journal entry in the following
documents that highlights the manifestation of
learner-centered teaching philosophy in any of the
following:
1. Performance Monitoring and Coaching Form Quality
2. Sample lesson plans of colleagues with
annotations about enhancing their learner-
centered teaching philosophy
3. Minutes of LAC Session/s about enhancing
teacher’ learner-centered teaching philosophy
Efficiency
through lesson planning
4. Approved LAC Plan
5. Lesson Plan exemplar used during a Learning
Action Cell (LAC) session
Timeliness
7% 1. Certification from the ICT Coordinator / School
Head / Focal Person in charge of e- SAT Quality
2. IPCRF-DP
3. Performance Monitoring and Coaching Form
(PMCF)
4. Mid-Year Review Form (MRF) Efficiency
5. Updated IPCRF-DP from Phase II
Timeliness
Basic Plus Factor 15. Performed various 2% Any proof that the master teacher:
Education related works/activities that  served as facilitator / speaker
Services contribute to the teaching-  served as demonstration teacher
learning process.  served as a member of the technical working
group Quality
 served as OIC in the absence of the principal
 represented the principal in meetings and
conferences
 observed classes of Teachers I-III
 assisted the school selection committee in the
evaluation of credentials when hiring or promoting
teachers
 served in a committee
 served as adviser of co-curricluar activities Efficiency
 served as a coordinator / chairperson
 authored / contributed to a book or journal
 coached and mentored learners in
competitions
 mentored pre-service / in-service teachers
 conducted research within the rating period;
 Others (Please specify)
With annotations on how it contributed to the
teaching-learning process. Timeliness

Mid-year Review Rating Poor 0.000

0 0 JOSEFINO P. REYES
RATEE RATER APPROVING AUTHORITY