FOR MASTER TEACHERS

(MFOs) KRAs Objectives Outputs

Professional  Conducted at least an action research related  Action research
Growth and to school or classroom concerns/ problems
Development during the year
 Participated in seminars, workshops, trainings  Seminars/workshops/trainings
within a year (division, regional or national)
 Received (division, regional or national)  Awards/recognitions for the year
awards/recognitions within a year
 Served as demonstration teacher  Documented demonstration
teaching
Instructional  Handled teaching loads every year  Teaching load
Competence  Achieved at least 75% of the students’  75% annual student performance
performance at the end of the school year
 Attained 100% of the required learning  100% mastery of learning
competencies for the students in every quarter competencies
 Increased NAT performance by 10%  NAT Performance increased by10%
Instructional  Observed 100% of the teachers every quarter  Quarterly observation forms for
Supervision teachers accomplished
 Conducted at least 3 mentoring/ coaching  3 documented
activities with teachers quarterly mentoring/coaching activities per
 Evaluated teachers’ performance twice a year. quarter
 Accomplished teacher’s
evaluation report
 Performance Indicators
Objectives Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(5) (4) (3) (2) (1)
 Conducted action research  Action research conducted and  Action research conducted and  Action research conducted and  Action research conducted  No Action research
related to school utilized division wide supported by the utilized division wide with required utilized by the school/district wide but not utilized conducted
concerns/problems within a following evidences: evidences with required evidences
year  Research proposal (in complete
format)

 Research Report (in complete format

highlighting findings and
recommendations)
 Proposed learning interventions and
programs
 Proposed M&E for results/outcomes
 Conducted  Conducted seminars/workshops/  Conducted 4 seminars/  Conducted 3 seminars/  Conducted 2 seminars/  Conducted 1
seminars/workshops/trainin trainings for teachers in specific workshops/trainings for teachers workshops/trainings for teachers workshop/trainings for seminar/workshop/
gs for teachers in specific learning areas (supported by in specific learning areas in specific learning areas teachers in specific learning training for teachers in
learning areas evidence/assessment reports) (supported by (supported by areas (supported by evidence/ specific learning areas
evidence/assessment reports) evidence/assessment reports) assessment reports) (supported by evidence/
assessment reports)
 Performed teaching loads  100% and above required teaching  85-99% required teaching load  70-84% required teaching load  55-69% required teaching  54% and below of required
every year load handled for year handled for the year handled for the year load handled for the year teaching loads handled for
the year
 Served as demonstration  4 lesson demonstrations served  3 lesson demonstrations served  2 lesson demonstrations served  1 lesson demonstration  No lesson demonstration
teacher for school/ division served served
level trainings
 Achieved above 85% of the  100% of the student performance (in  85-99% student performance (in  70-84% student performance (in  55-69% student performance  54% and below student
students performance at the MPS or GSA) MPS or GSA) MPS or GSA) (in MPS or GSA) performance (in MPS of GSA)
end of school year
 Completed the required  100% and above of the required  85-99% of the required  70-84% of the required  55-69% of the required  54% and below of the
competencies for the students competencies in every quarter competencies in every quarter competencies in every quarter competencies in every quarter required competencies in every
in every quarter completed completed completed competed quarter completed
 Increased NAT performance  10% increase  6% increase  5% increase  4 % increase  3% and below increase
of school
 Observed 100% of the  100% and above of teachers observed  85-99% of teachers observed with  70-84% of teachers observed with  55-69% teachers observed with  54% and below of teachers
teachers in the school with with post conference with teacher teacher observation and post teacher observation and post teacher observation and post observed with teacher
 Performance Indicators
Objectives Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(5) (4) (3) (2) (1)
post conference in every observation reports held in every conference reports, held in every conference reports, held in every conference reports, held in observation and post
quarter quarter quarter quarter every quarter conference reports, held in
every quarter
 Conducted  5 and above teacher mentoring  4 teacher mentoring /coaching  3 teacher mentoring /coaching  1-2 teacher mentoring /coaching  No teacher mentoring
mentoring/coaching program /coaching sessions were conducted in sessions conducted in every sessions conducted in every sessions conducted in every /coaching sessions conducted
to teachers in the school on every quarter ( with report) quarter (with report) quarter (with report) quarter (with report) in every quarter (with report)
quarterly basis
 Managed performance of  Evaluated 130% and above teacher  Evaluated115-129% teacher  Evaluated100-114% teacher  Evaluated 51-99%of teacher  Evaluated 50% and below of
teachers following the RPMS performance following RPMS performance following RPMS performance following RPMS performance following RPMS teacher performance following
cycle (planning and framework cycle framework cycle framework cycle framework cycle RPMS framework cycle
commitments, coaching and
monitoring, review and
evaluation and development
planning)
 PERFORMANCE COMMITMENT AND REVIEW FORM (PCRF) FOR MASTER TEACHERS
June 2015 to March 2016

Name of Employee: AMADEO REI P. BUCASAS Name of Rater: LILIBETH F. ASUNCION, Ed.D.
Position: Master Teacher I Position: Principal IV
Division: Makulagtit National High School Date of Review: October 26, 2015/ April 6, 2016

TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION

Weight Performance Indicators
MFO KRAs OBJECTIVES TIMELINE Per (Quality, Efficiency, Timeliness) ACTUAL RESULTS RATING SCORE
KRA
Basic Professional  Conduct at least an action June 15 to 10% 5 = Outstanding: Role Model; 100%  Action research conducted and 4 .4
Education Growth and research related to school or March utilized division wide with required
Service Development classroom concerns/ problems 2016 4 = Very Satisfactory: Consistently Demonstrates; evidences
(40%) during the year 85% - 99%
10%
 Participate in seminars, 3= Satisfactory: Most of the Time Demonstrates  Participated in National Training of 5 .5
workshops, trainings within a 70% - 84% HEKASI Teachers
year (division, regional or
national) 10% 2 = Unsatisfactory: Sometimes Demonstrates;
55% - 69%
 Receive (division, regional or  Awarded Outstanding School Paper 4 .4
national) awards/recognitions 10% 1 = Poor: Rarely Demonstrates: 54% and below Adviser, Regional Level
within a year

 Serve as demonstration  4 lesson demonstrations served 5 .5

teacher
 Instructional  Handle teaching loads every June 15 to 10% 5 = Outstanding: Role Model; 100%  Had a full teaching load the whole 5 .5
Competence year March year
(40%)  Achieve at least 75% of the 2016 10% 4 = Very Satisfactory: Consistently Demonstrates;  100% of the student performance 5 .5
students’ performance at the 85% - 99% got 85% and above GPA
end of the school year
 Attain 100% of the required 10% 3= Satisfactory: Most of the Time Demonstrates 70%  89% of the required competencies 4 .4
learning competencies for the - 84% in every quarter completed
students in every quarter
 Increase NAT performance by 10% 2 = Unsatisfactory: Sometimes Demonstrates;
10% 55% - 69%  4% increase in NAT over last year 2 .2

1 = Poor: Rarely Demonstrates: 54% and below

Instructional  Observed 100% of the teachers June 15 10% 5 = Outstanding: Role Model; 100%  100% of all the teachers observed 5 .5
Supervision every quarter to March with post conference with teacher
(20%) 2016 4 = Very Satisfactory: Consistently Demonstrates;
 Conducted at least 3 mentoring/ 5% 85% - 99%  Conducted mentoring /coaching 5 .25
coaching activities with teachers sessions to 5 teachers in every
quarterly 3 = Satisfactory: Most of the Time Demonstrates quarter ( with report)
70% - 84%
 Evaluated teachers’ 5%  Evaluated 100% of all teacher 5 .25
performance twice a year. 2 = Unsatisfactory: Sometimes Demonstrates; performance following RPMS
55% - 69% framework cycle

1 = Poor: Rarely Demonstrates: 54% and below

Overall Rating for Assessment 4.4
Very Satisfactory

Adjectival Rating Scale

LILIBETH F. ASUNCION, Ed.D. AMADEO REI P. BUCASAS
Outstanding = 4.500 - 5.000 Principal IV Master Teacher I
Very Satisfactory = 3.500 - 4.499
Satisfactory = 2.500 - 3.499
Unsatisfactory = 1.500 - 2.499
Poor = 1.000 - 1.499
 PART III:SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating

Accomplishment of KRAs and Objectives 3.8

Employee-Superior Agreement

The signatures below confirm that the employee and his/her superior have agreed to the contents of the performance as captured in this form.

Name of Employee: Name of Superior:

AMADEO REI P. BUCASAS LILIBETH F. ASUNCION, Ed.D.
Signature: Signature:

Date: Date:
April 6, 2016 April 6, 2016

PART IV:DEVELOPMENT PLANS

Development Needs Action Plan

Strengths (Recommended Developmental Timeline Resources Needed
Intervention)
Excellent at preparation of up to date and innovative lesson Finish your doctorate degree for Require teacher to enroll in the Graduate June 2016 Tuition Fees
plans and activities including adequate instructional aids further Master Teacher position School
and ICT-based teaching materials. promotion

Classroom is well-structured and very conducive to learning

Feedback:
You have the potential of becoming a Master Teacher II and a very good instructional leader, so prepare yourself by finishing your doctorate degree

LILIBETH F. ASUNCION, Ed.D. AMADEO REI P. BUCASAS

Principal IV Master Teacher I
 PERFORMANCE MONITORING AND COACHING FORM
Date Critical Incidence Description Output Impact on Job/Action Plan Signature of
Ratee Rater
June 1, First day of classes, the teacher had his class orientation tagged Students were excited Students’ interest in making friends among
2015 as “Getting to know you” knowing their classmates classmates was high making them at ease in school.
Lesson was on Fertilization in human beings. Video clip on how Students showed much The abstract concept of fertilization was concretized
July 10, sperms and egg cells unite to form fetus was shown. Guide interest in the lesson in the minds of the students hence they understood
2015 questions given ahead by the teacher were answered by the lesson better. Keep up using ICT-based teaching
students as the video progressed. Concept development was aids to capture well students’ attention and interest
achieved when students defined terms and stated
generalizations in their own words,

Release of cards for the First Grading Period. All parents were Parents were properly Students will be guided by their studies to improve
Aug. 8, present as shown by the attendance sheet. Top 5 performing informed of their academic performance. Communicate regularly with
2015 students in the class were given certificate of recognition. children’s performance in parents for them to know the progress of their child
Parents whose children had failing grades were reminded to the class in the school
monitor the progress of their children. Anecdotal Records of the
teacher was discussed and parents signed on the records of their
child.

Teacher was updating the bulletin board in the classroom with Classroom conducive to Structuring of the classroom was a team effort. It
Aug. 14, the help of his students. Lesson per unit, chapter was posted. learning gives the students a sense of belongingness for the
2015 News clip related to the learning areas were posted. Arm chairs nice room they are using. Continue building up the
were sand papered, nailed up, and were painted. Some parents strong teamwork among the students and parents
brought snacks for the team doing the work.
 EMPLOYEE FEEDBACK FORM
Strength Developmental Needs Action Plan Timeline Resources Needed
(Recommended Developmental Intervention)
Excellent at preparation of up to date and Have a safe depository for your nice Present the need to parents, look for possible August 2015 Budget for a cabinet
innovative lesson plans and activities visual aids especially the scientific donors, recycle some available materials Donors
including adequate instructional aids and videos
ICT-based teaching materials.

Classroom is well-structured and very Garbage bin should be provided not Recycle some big boxes to have a trash bin June 2015 Recyclable Carton or boxes
conducive to learning only under the teacher’s table in the
corners too where students shall
deposit their trash.

Very strong holding power among Beware of too much familiarity with Observe proper decorum in dealing with Year-round Manual on Code of Ethics,
students students particularly the girls. students DECS 2003 Manual

Have a nice and harmonious relationship Record the presence of parents and Come up with a record book June 2015 Recyclable Notebooks,
with parents their contribution to be Budget for a standard record
acknowledged in the parents book
meeting

Feedback:

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

5 – Role model; 4 – Consistently demonstrate; 3- Most of the time demonstrates; 2- Sometimes demonstrate; 1- Rarely demonstrate

Note: These ratings can be used for the developmental plans of the employee.