Anarose Automated-Ipcrf

Republic of the Philippines
Department of Education
Region XII
Division of South Cotabato
TBOLI WEST I DISTRICT
LAMLA ELEMENTARY SCHOOL
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)
Name of Employee: ANAROSE C. PACHECA Name of Rater: ANALIE L. VELAD
Position: TEACHER I Position: Head Teacher-II
Bureau/Center/Service/Division: South Cotabato Date of Review: April 5, 2019
Rating Period: SY 2018 - 2019
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING
Performance Indicators Rating
Weight Actual
MFOs KRAs Objectives Timeline
per KRA Poor Results
QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Q E T
(1)
Basic 1. Content 1. Applied June 7.50% Quality Showed knowledge of Showed knowledge of Showed knowledge of Showed knowledge of No acceptable
Education
4 4
Knowledge and knowledge of 2018 to content and its content and its content and its content and its integration evidence was
Services
Pedagogy content within and March integration within and integration within and integration within and within and shown
across curriculum 2019 across subject areas as across subject areas as across subject areas across subject
teaching areas. shown inMOV1witha shown inMOV1witha as shown in MOV 1 areas as shown in MOV 1 4
rating of 7 rating of 6 with a rating of 5 with a
rating of 4
Efficiency Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted any 1 No

lessons using MOV 1 using MOV 1 and using MOV 1 and of the given MOV acceptable
and supported by any 1 supported by any 1 of supported by any 1 of evidence was
of the other given MOV the other given MOV the other given MOV shown 4
Timeliness
Weight Actual
MFOs KRAs Objectives Timeline Poor
per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Results Q E T
(1)
Basic 2. Used a range of June 7.50% Quality Showed knowledge of Showed knowledge of Showed knowledge of Showed knowledge of No acceptable
Education
4 4
teaching strategies 2018 to content and its content and its content and its content and its integration evidence was
Services
that enhance March integration within and integration within and integration within and within and shown
learner 2019 across subject areas as across subject areas as across subject areas across subject
achievement in shown inMOV1witha shown inMOV1witha as shown in MOV 1 areas as shown in MOV 1 4
literacy and rating of 7 rating of 6 with a rating of 5 with a
numeracy skills. rating of 4
Efficiency Facilitated using different Facilitated using Facilitated using Facilitated using different No acceptable
teaching strategies that different teaching different teaching teaching strategies that evidence was
promote reading, writing strategies that promote strategies that promote promote shown
and/or numeracy skills as reading, writing and/or reading, writing and/or reading, writing
shown in MOV 1 with a numeracy skills as numeracy skills as and/or numeracy skills as 4
rating of 7 shown in MOV 1 with a shown in MOV 1 with a shown in MOV 1 with a rating
rating of 6 rating of 5 of 4
Timeliness

Weight Actual
(1)
Basic 3. Applied a range of June 2018 7.50% Quality Used different teaching Used different teaching Used different teaching Used different teaching strategies No acceptable
Education teaching strategies to to March strategies that develop critical strategies that develop strategies that develop that develop critical and creative evidence was shown
4 4
Services develop critical and 2019 and creative thinking and/or critical and creative thinking critical and creative thinking thinking and/or
creative thinking, as other HOTS as shown in MOV and/or other HOTS as and/or other HOTS as other HOTS as
well as other higher- 1 with a rating of 7 shown in MOV 1 with a shown in MOV 1 with a shown in MOV
order thinking skills. rating of 6 rating of 5 1 with a rating 4
of 4
order thinking skills.
Efficiency Submitted at least 4 lessons Submitted 3 lessons as Submitted 2 lessons as Submitted 1 No acceptable
as evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and lesson as evidenced by any 1of the evidence was shown
supported by any1ofthe other supported by any1 of the supported by any 1of the given MOV
4
given MOV other given MOV other given MOV

Weight Actual
(1)
Basic 2. Learning 4. Managed June 7.50% Quality Used classroom Used classroom Used classroom Used classroom No acceptable 4 4
Education Environment classroom 2018 to management strategies management strategies management management strategies that evidence was
Services and Diversity of structure to March that engage learners in that engage learners in strategies that engage engage learners in shown
Learners engage learners, 2019 activities/tasks as shown activities/tasks as learners in activities/tasks
individually or in in MOV 1 with a rating of shown in MOV1witha activities/tasks as as shown in 4
groups, in 7 rating of 6 shown in MOV 1 with a MOV 1with a
meaningful rating of 5 rating of 4
exploration,
discovery and
hands-on activities Efficiency Submitted at least 4 Submitted 3 lessons Submitted 2 lessons as Submitted 1 No acceptable
within a range of lessons supported by supported by MOV 1 evidenced by MOV 1 lesson supported by any of evidence was
physical learning MOV 1 and any 1 of the and any 1 of the other and supported by any the acceptable shown
4
environments. other acceptable MOV acceptable MOV 1of the other given MOV
MOV
Timeliness

Weight Actual
(1)
Basic 5. Managed learner June 2018 7.50% Quality Applied teacher Used classroom Applied teacher Applied teacher management No acceptable 4 3
Education behavior to March management strategies of management strategies management strategies strategies of learner behavior evidence was
Services constructively by 2019 learner behavior that that engage learners in of learner behavior that that promote shown
applying positive promote positive and non- activities/tasks as shown promote positive and positive and
and non-violent violent discipline as shown in MOV1witha rating of 6 non-violent discipline as non-violent
discipline to ensure in MOV submitted with a shown in MOV submitted discipline as 4
learning- focused rating of 7 with a rating of 5 shown in MOV
environments. submitted with a
rating of 4
Efficiency Submitted at least 4 of the Submitted at least 4 of Submitted at least 4 of Submitted any 1 No acceptable
given strategies as the given strategies as the given strategies as of the given strategies as evidence was
observed in at least 4 observed in 3 lessons observed in 2 lessons observed in only 1 lesson shown 35
lessons
Timeliness

Weight Actual
(1)
Basic 6. Used June 2018 7.50% Quality Applied differentiated Applied differentiated Applied differentiated Applied differentiated teaching No acceptable 4 4
Education differentiated, to March teaching strategies to teaching strategies to teaching strategies to strategies to address learner evidence was
Services developmentally 2019 address learner diversity as address learner diversity address learner diversity diversity as shown
appropriate learning shown in MOV 1 with a as shown in MOV 1 with as shown in MOV 1 with shown in MOV 4
experiences to rating of 7 a rating of 6 a rating of 5 1 with a rating
address learners’ of 4
gender, needs,
Efficiency Submitted at least 4 Submitted 3 differentiated Submitted 2 differentiated Submitted any 1 at least 4 No acceptable
strengths, interests
differentiated teaching teaching strategies in at teaching strategies in 2 lessons as observed in 3 evidence was
and experiences.
strategies in at least 2 least 2 lessons as lessons as evidenced by lessons as observed in 2 shown
lessons as evidenced by evidenced by MOV 1 and MOV 1 and supported by lessons observed in only 1
MOV 1 and supported by supported by any1ofthe any1ofthe other lesson differentiated teaching 4
any 1 of the other other acceptable MOV acceptable MOV strategy in only 1 lesson as
acceptable MOV evidently shown in any 1 of the
acceptable MOV
Timeliness

Weight Actual
(1)
Basic 3. Curriculum and 7. Planned, June 2018 7.50% Quality Planned and implemented Planned and Planned and Planned and implemented No acceptable 4 4
Education Planning managed and to March developmentally sequenced implemented implemented developmentally sequenced evidence was
Services implemented 2019 teaching and learning developmentally developmentally teaching and shown
developmentally process as shown in MOV sequenced teaching and sequenced teaching and learning 4
sequenced teaching 1 with a rating of 7 learning process as learning process as process as shown in MOV 1
and learning shown in MOV 1 with a shown in MOV 1 with a with a rating of 4
processes to meet rating of 6 rating of 5
curriculum
requirements and Efficiency Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 developmentally No acceptable
varied teaching developmentally sequenced developmentally developmentally sequenced teaching and evidence was
contexts. teaching and learning sequenced teaching and sequenced teaching and learning shown
process as evidently shown learning process as learning process as process as
in MOV 1 and supported by evidently shown in MOV evidently shown in MOV evidently shown
any 1 of the other given 1 and supported by any 1 1 and supported by any 1 in any 1 of the
MOV of the other given MOV of the other given MOV given MOV 4
Timeliness

Weight Actual
(1)
Basic 8. Participated in June 7.50% Quality Consistently participated Frequently participated Occasionally Rarely participated in No acceptable 4 4
Education collegial 2018 to in LACs/FGDs/ meetings in LACs/FGDs/ participated in LAC/FGD/ meeting to evidence was
Services discussions that March to discuss meetings to discuss LACs/FGDs/ meetings discuss shown
use teacher and 2019 teacher/learner feedback teacher/learner to discuss teacher/learner
learner feedback to enrich instruction as feedback to enrich teacher/learner feedback to
to enrich teaching shown in the MOV instruction as shown in feedback to enrich enrich 4
practice. submitted the MOV submitted instruction as shown in instruction as
the MOV submitted shown in the
MOV submitted
practice.
Efficiency Participated in at least 4 Participated in 3 Participated in 2 Participated in 1 LAC/FGD/ No acceptable

LACs/FGDs/ meetings as LACs/FGDs/ meetings LACs/FGDs/ meetings in any 1 of the given MOV evidence was
evidently shown in any 1 as evidently shown in as evidently shown in shown
of the given MOV any 1 of the given MOV any 1 of the given 4
MOV
Timeliness

Weight Actual
(1)
Basic 9. Selected, June 2018 7.50% Quality Developed and used varied Developed and used Developed and used Developed and No acceptable 4 5
Education developed, to March teaching and learning varied teaching and varied teaching and used varied teaching and evidence was
Services organized and used 2019 resources, including ICT, to learning resources, learning resources, learning resources, shown
appropriate teaching address learning goals as including ICT, to address including ICT, to address including ICT, to
and learning shown in MOV1witha rating learning goals as shown learning goals as shown address
4
resources, including of 7 in MOV1witha rating of 6 in MOV 1 with a rating of learning goals
ICT, to address 5 as shown in
learning goals. MOV 1 with a
rating of 4
Efficiency Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted any teaching and No acceptable
teaching and learning teaching and learning teaching and learning learning resource, including evidence was
resources, including ICT, as resources, including ICT, resources, including ICT, ICT, shown
evidently shown in MOV 1 as evidently shown in as evidently shown in as evidently 5
and supported by any 1 of MOV 1 and supported by MOV 1 and supported by shown in any of
the acceptable MOV any 1 of the acceptable any 1 of the acceptable the acceptable
MOV MOV MOV
Timeliness

Weight Actual
(1)
Basic 4. Assessment 10. Designed, June 2018 7.50% Quality Designed, selected, Designed, selected, Designed, selected, Designed, selected, organized No acceptable 4 4
Education and Reporting selected, organized to March organized and used organized and used organized and used and used diagnostic, formative evidence was
Services and used diagnostic, 2019 diagnostic, formative and diagnostic, formative and diagnostic, formative and and summative assessment shown
formative and summative assessment summative assessment summative assessment strategies consistent with
summative strategies consistent with strategies consistent with strategies consistent with curriculum requirements as
assessment curriculum requirements as curriculum requirements curriculum requirements shown in MOV 1 with a rating of 4
strategies consistent shown in MOV 1 with a as shown in MOV 1 with as shown in MOV 1 with
with curriculum rating of 7 a rating of 6 a rating of 5
requirements.
Efficiency Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 assessment tool as No acceptable
assessment tools as assessment tools as assessment tools as evidently shown in any of the evidence was
evidently shown evidently shown evidently shown in acceptable shown
inany1ofthe acceptable inany1ofthe acceptable any1ofthe acceptable MOV 4
MOV MOV MOV
Timeliness

Weight Actual
(1)
Basic 11. Monitored and June 2018 7.50% Quality Consistently monitored and Frequently monitored and Occasionally monitored Rarely monitored and evaluated No acceptable 5 4 5
Education evaluated learner to March evaluated learner progress evaluated learner and evaluated learner learner progress and evidence was
Services progress and 2019 and achievement using progress and progress and achievement shown
achievement using learner attainment data as achievement using achievement using using learner
5
learner attainment shown in the MOV learner attainment data learner attainment data attainment data
data. submitted as shown in the MOV as shown in the MOV as shown in the
submitted submitted MOV submitted
Efficiency Submitted a combination of Submitted a combination Submitted a combination Submitted 1 acceptable MOV No acceptable
at least 4 of the acceptable of 3 of the acceptable of 2 of the acceptable evidence was
4
MOV MOV MOV shown
Timeliness Submitted MOV were Submitted MOV were Submitted MOV were Submitted any 1 of the given No acceptable
distributed across 4 distributed across 3 distributed across 2 MOV evidence was
quarters quarters quarters shown 5
Weight Actual
(1)
Basic 12. Communicated June 7.50% Quality Consistently showed Frequently showed Occasionally showed Rarely showed No acceptable 4 4 4
Education promptly and 2018 to prompt and clear prompt and clear prompt and clear prompt and clear evidence was
Services clearly the March communication of the communication of the communication of the communication of the shown
learners’ needs, 2019 learners’ needs, progress learners’ needs, learners’ needs, learners’
progress and and achievement to key progress and progress and needs, progress
achievement to stakeholders, including achievement to key achievement to key and
key stakeholders, parents/ guardians as stakeholders, including stakeholders, including achievement to
including shown in the MOV parents/ guardians as parents/ guardians as key
parents/guardians. submitted shown in the MOV shown in the MOV stakeholders,
submitted submitted including 4
parents/
guardians as
shown in the
MOV submitted
Efficiency Submitted a combination Submitted a Submitted a Submitted any 1 No acceptable

of at least 4 of the combination of 3 of the combination of 2 of the of the given MOV evidence was
acceptable MOV acceptable MOV acceptable MOV shown 4
Timeliness Submitted MOV were Submitted MOV were Submitted MOV were Submitted any 1
distributed across 4 distributed across 3 distributed across 2 of the given MOV
quarters quarters quarters
4
Weight per Actual
KRA Poor Results
QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2)
(1)
Q E T
Basic 5. Plus Factor 13. Performed various

related works/activities
June 2018 to
March 2019
10.00% Quality Consistently performed various
related work/activities that
Frequently performed various
Occasionally performed various
Rarely performed various related
work/activities that contribute
No acceptable
evidence was shown 5 4
Education that contribute to the contribute to the teaching learning contribute to the teaching contribute to the teaching to the teaching learning process as
Services teaching-learning process. process as shown in the MOV learning process as shown in learning process as shown in shown in the MOV submitted
submitted the MOV submitted the MOV submitted
5
Efficiency Submitted at least 4 different kinds Submitted 3 different kinds of Submitted 2 different kinds of Submitted any 1 of the acceptable MOV No acceptable
of acceptable MOV acceptable MOV acceptable MOV evidence was shown
4
Timeliness
RATING FOR OVERALL ACCOMPLISHMENTS
ADJECTIVAL RATING Very Sa

ADJECTIVAL RATING EQUIVALENCES
RANGE ADJECTIVAL RATING
4.500 -5.000 Outstanding

3.500- 4.499 Very Satisfactory
2.500 - 3.499 Satisfactory
1.500 - 2.499 Unsatisfactory
Below 1.499 Poor
ANALIE L. VELADIEZ ANAROSE C. PACHECA ROMEO B. PALUA

HeadTeacher-I Teacher-I ESP I/Principal In-Charge
Rater Ratee Approving Authority
L. VELADIEZ
acher-II
2019
T DURING EVALUATION
Score
Ave
4 0.300
Score
Ave
4 0.300
Score
Ave
4 0.300
Score
Ave
4 0.300
Score
Ave
3.5 0.263
Score
Ave
4 0.300
Score
Ave
4 0.300
Score
Ave
4 0.300
Score
Ave
4.5 0.338
Score
Ave
4 0.300
Score
Ave
4.667 0.350
Score
Ave
4 0.3
Score
Ave
4.5 0.450
MENTS 4.100
Very Satisfactory
Region XII
ANNOTATION TEMPLATE
OBJECTIVES Means of Verification Description of the MOV Pres
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement
form about knowledge of content within
and across curriculum teaching areas
2. Lesson plans/modified DLLs developed

highlighting integration of content
✘ knowledge within and across subject areas
1. Applied knowledge of
content within and across 3. Instructional materials highlighting
curriculum teaching areas. mastery of content and its 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)

form about teaching strategies that
enhance learner achievement in literacy
and numeracy skills
2. Lesson plans/modified DLLs used in

teaching highlighting learner-centered
2. Used a range of teaching strategies that promote literacy and/or
strategies that enhance numeracy skills
learner achievement in
literacy and numeracy skills. 3. Instructional materials highlighting
learner-centered strategies that promote
literacy and/or numeracy skills
4. Performance tasks/test material(s) used
in teaching
5. Results of assessment used in teaching

annotations)

form about teaching strategies to develop
critical and creative thinking, as well as
other higher-order thinking skills

3. Applied a range of teaching highlighting different teaching
teaching strategies to strategies that develop critical and
develop critical and creative creative thinking and/or other HOTS
thinking, as well as other
higher- order thinking skills. 3. Instructional materials highlighting
different teaching strategies that develop
critical and creative thinking and/or other
HOTS
in demonstration teaching
5. Results of assessment used in teaching

annotations)

4. Managed classroom sheet and/or inter-observer agreement
structure to engage learners, form about managing classroom structure
individually or in groups, in that engages learners in various activities
meaningful exploration,
discovery and hands-on
activities within a range of 2. Lesson plans/modified DLLs highlighting
physical learning various classroom management strategies
environments. that engage learners in activities/tasks in
different physical learning environments
annotations)
Classroom observation tool (COT) rating

form about teacher management of
learner behavior using the following
strategies:
1. Providing motivation d provide
annotations)
5. Managed learner behavior

constructively by applying
positive and non-violent
2. Praising the learners/Giving
5. Managed learner behavior positive feedback
constructively by applying
positive and non-violent 3. Setting house rules/guidelines
discipline to ensure learning- 4. Ensuring learners’ active
focused environments. participation
5. Allowing learners to express
their ideas/opinions
6. Giving equal opportunities to
learners
7. Encouraging learners to ask
questions
8. Others (Please specify and
provide annotations)

form about using differentiated,
developmentally appropriate learning
experiences
2. Lesson plans/modified DLLs developed

6. Used differentiated, highlighting differentiation in content,
product, process, learning environment or
developmentally appropriate others according to learners’ gender,
learning experiences to needs, strengths, interests and
address learners’ gender, experiences
needs, strengths, interests
and experiences.
3. Instructional materials developed
highlighting differentiation in content,
product, process, learning environment or
others according to learners’ gender,
needs, strengths, interests and
experiences
4. Others (Please specify and provide annota

form about using developmentally
sequenced teaching and learning process
7. Planned, managed and
implemented 2. Lesson plans/modified DLLs
developmentally sequenced highlighting developmentally sequenced
teaching and learning instruction that meet curriculum goals and
processes to meet varied teaching contexts
curriculum requirements and
varied teaching contexts.
implemented
developmentally sequenced
teaching and learning
processes to meet
curriculum requirements and 3. Instructional materials used to
varied teaching contexts. implement developmentally sequenced
teaching and learning process to meet
curriculum requirements and varied
teaching contexts.
annotations)
1. Personal notes of teachers on

LACs/FGDs/meetings with proof of
attendance
8. Participated in collegial
discussions that use teacher
and learner feedback to 2. Minutes of LAC/FGD sessions on use of
enrich teaching practice. teacher and learner feedback to enrich
teaching practice with proof of attendance

annotations)

form about using appropriate teaching
and learning resources, including ICT
Examples:
 Activity sheets/task
sheets/work sheets
9. Selected, developed,  PowerPoint presentations
organized and used
 Video clips
appropriate teaching and
learning resources, including  Module
ICT, to address learning
goals.  SIMs-Strategic Intervention
Materials
 Others
2. Lesson plans/modified DLLs with
appropriate instructional materials
appended

annotations)

form about using diagnostic, formative
and summative assessment strategies
2. Prepared lesson plans/modified DLLs
highlighting appropriate use of formative
assessment strategies
10. Designed, selected,

3. Developed diagnostic tests:
(a) with TOS reviewed by
10. Designed, selected, superior;
organized and used (b) with sample accomplished
diagnostic, formative and questionnaire/answer sheets
summative assessment
strategies consistent with 4. Developed summative tests:
curriculum requirements. (a) with TOS reviewed by
superior;
(b) with sample accomplished
questionnaire/answer sheets
5. Developed performance tasks:
(a) with rubrics reviewed by
superior;
(b) with sample accomplished
rubrics

annotations)
1. Compilation of a learner’s written work

with summary of results and with
signature of parents
2. Formative/summative assessment tools

11. Monitored and evaluated with TOS and frequency of errors with
learner progress and identified least mastered skills
achievement using learner
attainment data. 3. Class records/grading sheets
4. Lesson plans/modified DLLs showing
index of mastery
annotations)
1. At least 3 samples of corrected test

papers of the same 3 learners in the same
learning area with parents’ or guardians’
signature and date of receipt
2. Minutes of PTA meetings or Parent-

Teacher conferences in all quarters with
12. Communicated promptly proof of parents’/guardians’ attendance
and clearly the learners’
needs, progress and 3. Report cards with parent’s or guardian’s
achievement to key signature in all quarters supported by
stakeholders, including minutes of meeting
parents/guardians. 4. Communication with parents/
guardians using various modalities
5. Anecdotal record showing entries per
quarter
6. Other documents showing learners’
needs, progress and achievement
submitted to other stakeholders
1. Certificate of Recognition or
Participation
2. Certificate of Training
3. Certificate of Speakership
4. Committee involvement
13. Performed various 5. Advisorship of Co-curricular activities

related works/activities that
contribute to the teaching- 6. Book or Journal Authorship/
learning process. Coauthorship/Contributorship
7. Coordinatorship/Chairpersons hip
8. Coaching and mentoring learners in

competitions
9. Mentoring pre-service/inservice
teachers
10. Others (Please specify and provide anno

ines Appendix M
tion
EMPLATE
n of the MOV Presented Annotations
Region IV-A
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period: SY 2018 - 2019
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Weight Actual
MFOs KRAs Objectives Timeline Score
per KRA Results
Very Unsatisfactory Poor
QET Outstanding (5) Satisfactory (3) Q E T Ave
Satisfactory (4) (2) (1)
Basic 1. Content 1. Modeled effective June 2018 7.50% Quality Modeled effective Modeled effective Modeled effective Modeled effective No acceptable
Education Knowledge and application of content to March application of application of application of application of evidence was
4 4 4 0.3
Services Pedagogy knowledge within and 2019 content content content content shown
across curriculum knowledge within knowledge within knowledge within knowledge within
teaching areas. and across and across and across and across
curriculum curriculum curriculum curriculum
teaching areas as teaching areas as teaching areas as teaching areas as
shown in MOV1 shown in MOV1 shown in MOV1 shown in MOV1
with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
Efficiency Submitted at least Submitted 3 Submitted 2 Submitted 1 No

4 lessons as lessons as lessons as lessons as acceptable
evidenced by evidenced by evidenced by evidenced by evidence was
MOV 1 and MOV 1 from MOV 1 from MOV 1 from shown
supported by any colleagues and colleagues and colleagues and
1 of the other supported by any supported by any supported by any
given MOV 1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV
Timeliness
Weight Actual
MFOs KRAs Objectives Timeline Very Unsatisfactory Poor Score
per KRA QET Outstanding (5) Satisfactory (3) Results Q E T Ave
Basic 2. Collaborated with June 2018 7.50% Quality Conducted, Conducted and Conducted action Proposed-action No acceptable
Education colleagues in the to March completed and completed action research with research with evidence was
4 4 4 4 0.3
Services conduct and 2019 disseminated research with colleagues. colleagues shown
application of action research colleagues.
research to enrich with colleagues.
knowledge of content
and pedagogy.
Efficiency Submitted at least Submitted any 3 Submitted any 2 Submitted any 1 No acceptable
4 of the given of the acceptable MOV MOV evidence was
MOV MOV shown
Timeliness Presented the Completed the Conducted the Proposed the No acceptable
research report research report research report research report evidence was
within the rating within the rating within the rating within the rating shown
period period period period

Weight Actual
Basic 3. Developed and June 2018 7.50% Quality Demonstrated Demonstrated Demonstrated Demonstrated No acceptable
Education applied effective to March effective teaching effective teaching effective teaching effective teaching evidence was
4 4 4 0.3
Services teaching strategies to 2019 strategies to strategies to strategies to strategies to shown
promote critical and promote critical promote critical promote critical promote critical
creative thinking, as and creative and creative and creative and creative
well as other higher- thinking as well as thinking as well as thinking as well as thinking as well as
order thinking skills. other HOTS as other HOTS as other HOTS as other HOTS as
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
Efficiency Submitted 4 or Submitted 3 Submitted 2 Submitted 1 or No acceptable

more lessons as lessons as lessons as more lessons as evidence was
evidenced by evidenced by evidenced by evidenced by shown
MOV 1 and MOV 1 and MOV 1 and MOV 1 and
supported by any supported by any supported by any supported by any
1 of the other 1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV given MOV
Timeliness
Weight Actual
Basic 2. Learning 4. Work with June 2018 7.50% Quality Modeled and Modeled and Modeled and Modeled and No acceptable 4 4 4 0.3
Education Environment colleagues to to March shared effective shared effective shared effective shared effective evidence was
Services and Diversity model and share 2019 classroom classroom classroom classroom shown
of Learners effective management management management management
techniques in the strategies that strategies that strategies that strategies that
management of the engage learners engage learners engage learners engage learners
classroom in in in in
structure to engage activities/tasks activities/tasks activities/tasks activities/tasks
learners, done in different done in different done in different done in different
individually or in physical physical physical physical
groups, in learning learning learning learning
meaningful environments environments environments environments
exploration, as shown in as shown in as shown in as shown in
discovery and MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
hands-on activities rating of 8 rating of 7 rating of 6 rating of 5
within a range of
physical learning
environments.
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable
least 4 lessons lessons lessons as lesson evidence was
supported by supported by evidenced by supported by shown
MOV 1 and any MOV 1 and any MOV 1 and any of the
1 of the other 1 of the other supported by acceptable
acceptable acceptable any 1of the MOV
MOV MOV other given
MOV
Timeliness
Weight Actual
Basic 5. Exibited effective June 2018 7.50% Quality Exibited Exibited Exibited Exibited No acceptable 4 4 4 0.3
Education and constructive to March effective and effective and effective and effective and evidence was
Services behavior 2019 constructive constructive constructive constructive shown
management skills behavior behavior behavior behavior
by applying management management management management
positive and non- skills by skills by skills by skills by
violent discipline to applying applying applying applying
ensure learning- positive and positive and positive and positive and
focused non-violent non-violent non-violent non-violent
environments. discipline to discipline to discipline to discipline to
ensure learning- ensure learning- ensure learning- ensure learning-
focused focused focused focused
environments. environments. environments. environments.
as shown in as shown in as shown in as shown in
MOV submitted MOV submitted MOV submitted MOV submitted
with a rating of with a rating of with a rating of with a rating of
8 7 6 5
Efficiency Applied atleast Applied atleast Applied atleast Applied atleast No acceptable
7 of the given 7 of the given 7 of the given 7 of the given evidence was
strategies as strategies as strategies as strategies as shown
observed in at observed in 3 observed in 2 observed in 1
least 4 lessons lessons lessons lesson
Timeliness
Weight Actual
Basic 6. Worked with June 2018 7.50% Quality Worked with Worked with Worked with Worked with No acceptable 3 3 3 0.225
Education colleagues to to March colleagues colleagues colleagues colleagues but evidence was
Services share 2019 atleast in the atleast in the atleast in the no evidence of shown
differentiated, district/cluster school level to department/gra sharing with
developmentally level to share share lesson de level to others
appropriate lesson share lesson
learning
experiences to Efficiency Submitted at Submitted at Submitted at Submitted at No acceptable
address learners’ least 1 lesson least 1 lesson least 1 lesson least 1 lesson evidence was
gender, needs, as evidently as evidently as evidently as evidenced by shown
strengths, interests shown in MOV shown in MOV shown in MOV either MOV 2 or
and experiences. 1 and supported 1 and supported 1 and supported 3 but no
by any 1 of the by any 1 of the by any 1 of the evidence of
other other other sharing with
acceptable acceptable acceptable others
MOV MOV MOV
Timeliness
Weight Actual
Basic 3. Curriculum 7. Develop and June 2018 7.50% Quality Develop and Develop and Develop and Develop and No acceptable 4 4 4 0.3
Education and Planning applied effective to March applied effective applied effective applied effective applied effective evidence was
Services strategies in the 2019 strategies in the strategies in the strategies in the strategies in the shown
planning and planning and planning and planning and planning and
management of management management management management
developmentally developmentally developmentally developmentally developmentally
sequenced sequenced sequenced sequenced sequenced
teaching and teaching and teaching and teaching and teaching and
learning processes learning learning learning learning
to meet curriculum process as process as process as process as
requirements and shown in MOV shown in MOV shown in MOV shown in MOV
varied teaching 1 with a rating 1 with a rating 1 with a rating 1 with a rating
contexts. of 8 of 7 of 6 of 5
Efficiency Submitted at Submitted 2-3 Submitted 1 Submitted 1 No acceptable

least 4 lessons lessons as lesson as lesson as evidence was
as evidence by evidence by evidence by evidence by shown
MOV 1 and 2 MOV 1 and 2 MOV 1 and 2 any 1 of the
and supported and supported and supported acceptable
by any 1 of the by any 1 of the by any 1 of the MOV
acceptable other other
MOV acceptable acceptable
MOV MOV
Timeliness
Weight Actual
Basic 8. Review with June 2018 7.50% Quality Consistently led Frequently led Occasionally led Rarely led No acceptable 3 3 3 0.225
Education colleagues, to March collaborative collaborative collaborative collaborative evidence was
Services teacher and 2019 reviews of reviews of reviews of reviews of shown
learner feedback to teacher/learner teacher/learner teacher/learner teacher/learner
plan, facilitate and feedback as feedback as feedback as feedback as
enrich teaching evidenced by evidenced by evidenced by evidenced by
practice. the MOV the MOV the MOV the MOV
submitted submitted submitted submitted
Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

collaborative collaborative collaborative collaborative evidence was
reviews of reviews of reviews of review of shown
teacher and teacher and teacher and teacher and
learner learner learner learner
feedback as feedback as feedback as feedback as
evidently shown evidently shown evidently shown evidently shown
in MOV 1 and in MOV 1 and in MOV 1 and in any of the
supported by supported by supported by acceptable
any 1 of the any 1 of the any 1 of the MOV
acceptable acceptable acceptable
MOV MOV MOV
Timeliness
Weight Actual
Basic 9. Advised and June 2018 7.50% Quality Consistently Frequently Occasionally Rarely advised No acceptable 4 4 4 0.3
Education guided colleagues to March advised advised advised colleagues in evidence was
Services in the selection, 2019 colleagues in colleagues in colleagues in the selection, shown
organization, the selection, the selection, the selection, organization,
development and organization, organization, organization, development
use of appropriate development development development and appropriate
teaching and and appropriate and appropriate and appropriate use of teaching
learning resources, use of teaching use of teaching use of teaching and learning
including ICT, to and learning and learning and learning resources as
address specific resources as resources as resources as shown in the
learning goals. shown in the shown in the shown in the MOV submitted
MOV submitted MOV submitted MOV submitted
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable

least 4 teaching teaching and teaching and teaching and evidence was
and learning learning learning learning shown
resources as resources as resources as resource as
evidenced by at evidenced by at evidenced by at evidenced by
least 1 of the least 1 of the least 1 of the any of the
acceptable acceptable acceptable acceptable
MOV MOV MOV MOV
Timeliness
Weight Actual
Basic 4. 10. Worked June 2018 7.50% Quality Consistently Frequently Occasionally Rarely reviewed No acceptable 3 3 3 0.225
Education Assessment collaboratively with to March reviewed reviewed reviewed collaboratively evidence was
Services and Reporting colleagues to 2019 collaboratively collaboratively collaborativel y assessment shown
review the design, assessment assessment assessment tools with
selection, tools with tools with tools with colleagues as
organization and colleagues as colleagues as colleagues as shown in the
use of a range of shown in the shown in the shown in the MOV submitted
effective MOV submitted MOV submitted MOV submitted
diagnostic,
formative and Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable
summative least 4 assessment assessment assessment tool evidence was
assessment assessment tools as tools as as evidently shown
strategies tools as evidently shown evidently shown shown in any of
consistent with evidently shown in any of the in any of the the acceptable
curriculum in any of the acceptable acceptable MOV
requirements. acceptable MOV MOV
MOV
Timeliness
Weight Actual
Basic 11. Interpreted June 2018 7.50% Quality Consistently Frequently Occasionally Rarely No acceptable 4 4 4 0.3
Education collaboratively to March collaborated collaborated collaborated collaborated evidence was
Services monitoring and 2019 with colleagues with colleagues with colleagues with colleagues shown
evaluation in the in the in the in the
strategies of interpretation of interpretation of interpretation of interpretation of
attainment data to assessment assessment assessment assessment
support learner data as shown data as shown data as shown data as shown
progress and in the MOV in the MOV in the MOV in the MOV
achievement. submitted submitted submitted submitted
attainment data to
support learner
progress and
achievement.
Efficiency Submitted at Submitted at Submitted at Submitted any 1 No acceptable

least 2 different least 3 of the least 2 of the of the MOV evidence was
types of MOV same kind of same kind of shown
MOV MO
Timeliness

Weight Actual
Basic 12. Applied skills in June 2018 7.50% Quality Consistently Frequently Occasionally Rarely applied No acceptable 3 3 3 0.225
Education the effective to March applied skills in applied skills in applied skills in skills in the evidence was
Services communication of 2019 the effective the effective the effective effective shown
learner needs, communication communicatio n communicatio n communicatio n
progress and of learner needs of learner needs of learner needs of learner needs
achievement to key and progress to and progress to and progress to and progress to
stakeholders, parents/ parents/ parents/ parents/
including guardians as guardians as guardians as guardians as
parents/guardians. shown in the shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
Efficiency Submitted 4 of Submitted any 3 Submitted any 2 Submitted any 1 No acceptable

the acceptable MOV MOV MOV evidence was
MOV shown
Timeliness
Weight Actual
Basic 5. Plus Factor 13. Performed June 2018 10.00% Quality Consistently Frequently Occasionally Rarely No acceptable 5 5 5 0.5
Education various to March performed performed performed performed evidence was
Services related 2019 special tasks special tasks special tasks special tasks shown
works/activities and/or and/or and/or and/or
that contribute to assignments assignments assignments assignments
the as shown in as shown in as shown in as shown in
teaching-learning the MOV the MOV the MOV the MOV
process. submitted submitted submitted submitted
Efficiency Submitted at Submitted only Submitted only Submitted any 1 No acceptable

least 4 3 different kinds 2 different kinds of the evidence was
different kinds of acceptable of acceptable acceptable shown
of acceptable MOV MOV MOV
MOV
Timeliness
RATING FOR OVERALL ACCOMPLISHMENTS 3.8
ADJECTIVAL RATING VERY SATISFACTORY
ADJECTIVAL RATING EQUIVALENCES
RANGE ADJECTIVAL RATING
4.500 -5.000 Outstanding

3.500- 4.499 Very Satisfactory
2.500 - 3.499 Satisfactory
1.500 - 2.499 Unsatisfactory
Below 1.499 Poor
Rater Ratee Approving Authority
Region XII
Division of Sultan Kudarat
ANNOTATION TEMPLATE
OBJECTIVES Means of Verification Description of the MOV Pres

✘
sheet and/or inter-observer agreement form
about effective applications of content
knowledge within and across curriculum
teaching areas

demonstration teaching highlighting
integration of content knowledge within and
across subject areas
3. Instructional materials developed

1. Modeled effective highlighting effective application of content
application of content knowledge within and across subject areas
knowledge within and
across curriculum 4. Performance tasks/test material(s) used
teaching areas. in demonstration teaching highlighting
integration of content knowledge within and
across subject areas
5. Results of assessment used in

demonstration teaching highlighting mastery
of lessons learned

annotations)
1. Copy of the research proposal focused on

enriching knowledge of content and
pedagogy
2. Proof of participation and/or contribution

to a collaborative research (e.g. e-mail,
actual output submitted, terms of reference,
etc.)
2. Collaborated with
colleagues in the conduct
and application of
2. Collaborated with
colleagues in the conduct 3. Certified completed collaborative research
and application of focused on enriching knowledge of content
and pedagogy
research to enrich
knowledge of content and
pedagogy. 4. Proof of dissemination of research
findings with colleagues
5. Proof of utilization of research findings

annotations)

about using effective teaching strategies to
promote critical and creative teaching, as
well as other higher-order thinking skills

demonstration teaching highlighting
different teaching strategies that develop
3. Developed and applied critical and creative thinking and/or other
HOTS
effective teaching
strategies to promote
critical and creative 3. Instructional materials highlighting
thinking, as well as other different teaching strategies that develop
higher- order thinking critical and creative thinking, and/or other
skills. HOTS

in demonstration teaching
5. Results of assessment used in the

demonstration teaching

annotations)

about sharing effective techniques in the
management of classroom structure
4. Work with colleagues
to model and share
effective techniques in the
management of the
classroom structure to
4. Work with colleagues
to model and share
effective techniques in the 2. Lesson plans/modified DLLs used in
management of the demonstration teaching highlighting
effective classroom management strategies
classroom structure to that engage learners in activities/tasks in
engage learners, different physical learning environments
individually or in groups,
in meaningful exploration,
discovery and hands-on 3. Minutes of LAC highlighting the sharing
activities within a range of on effective classroom management
physical learning techniques
environments.
4. Instructional materials used in

annotations)
Classroom observation tool (COT) rating

about effective teacher management of
learner behavior using the following
strategies:
1. Providing motivation
2. Praising the learners/Giving

positive feedback
5. Exibited effective and
constructive behavior
management skills by 3. Setting house rules/guidelines
applying positive and
non-violent discipline to
ensure learning- focused 4. Ensuring learners’ active
participation
environments.
5. Allowing learners to express their
ideas/opinions
6. Giving equal opportunities to

learners
7. Encouraging learners to ask

questions
8. Others (Please specify and

provide annotations)
1. Minutes of LAC session/s, highlighting
one’s sharing of strategies on differentiated
and developmentally appropriate
opportunities to address learners’
differences
6. Worked with
colleagues to share 2. Lesson plans/modified DLLs highlighting
differentiated, strategies on differentiated and
developmentally-appropriate opportunities
developmentally to address learners’ differences
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests and ✘
3. Corresponding instructional materials
experiences. showing differentiated and developmentally-
appropriate opportunities to address
learners’ differences
4. Others (e.g. testimonial, write-up from

colleagues of the lessons/insights gained
from the Master Teacher's sharing)

about using effective strategies in
implementing developmentally sequenced
teaching and learning process
2. Results of learners’ assessment during

7. Develop and applied the actual teaching
effective strategies in the
planning and 3. Lesson plans/modified DLLs used in
management of demonstration teaching highlighting
developmentally developmentally sequenced teaching-
learning process
sequenced teaching and
learning processes to
meet curriculum
4. Instructional materials showing effective
requirements and varied strategies in developmentally sequenced
teaching contexts. teaching and learning process
5. Performance tasks/test material(s) used in


annotations)
1. Implemented LAC/FGD Plan
8. Review with
colleagues, teacher and 2. Minutes of LAC/FGD sessions on use of
learner feedback to plan, teacher and learner feedback to enrich
facilitate and enrich teaching practice with proof of attendance
teaching practice.
annotations)
1. Teaching and learning resources

developed by colleagues and critiqued on
their alignment to learning goals
9. Advised and guided
colleagues in the
selection, organization, 2. Lesson plans by colleagues critiqued in
development and use of ✘ terms of the alignment of the teaching and
appropriate teaching and learning resources to the indicated learning
goals and appropriateness to the target
learning resources, learners
including ICT, to address
specific learning goals.
annotations)
1. Any proof of collaborative review if the

test is designed based on its purpose (e.g.
diagnostic, formative and summative)
2. Any proof of collaborative review of the

10. Worked alignment of the test with the curriculum
collaboratively with
colleagues to review the
design, selection,
organization and use of a 2.1. formative test attached to a
range of effective lesson plan
diagnostic, formative and
summative assessment
strategies consistent with 2.2. summative assessment with
curriculum requirements. TOS
2.3. diagnostic test with its TOS

annotations)
1. Collaborative interpretation of the index
of mastery obtained from 1 class
11. Interpreted
collaboratively monitoring
and evaluation strategies
of attainment data to
support learner progress
11. Interpreted 2. Collaborative interpretation of item
collaboratively monitoring analysis of quarterly examinations
and evaluation strategies
of attainment data to 3. Collaborative interpretation of results of
support learner progress performance assessment
and achievement.
annotations)
1. Sample agreement for learners at risk

signed by parents and corresponding
evidence of improvement
2. Record of dialogue and/or parent-teacher

conferences and corresponding evidence of
improvement
3. Anecdotal record communicated to and

signed by the learners and/or parents with
corresponding evidence of improvement
4. Sample of learners' test results signed by

parents and corresponding evidence of
improvement
12. Applied skills in the
effective communication
of learner needs, 5. Sample of accomplished rubrics given for
progress and performance task and corresponding
achievement to key
stakeholders, including
parents/guardians. 6. Attendance sheet/minutes of parent-
teacher conference
7. Signed report cards of students at risk

with corresponding evidence of
improvement
8. Correspondence notebook/letters/proof
of communication using other modalities
(e.g. email, SMS, etc.) and corresponding
9. Learners’ performance record

annotations)
1. Served as reliever of classes in the

absence of teachers
2. Served as OIC in the absence of the
principal
3. Represented the principal in meetings and

conferences
4. Observed classes of Teachers I-III
5. Assisted the school selection committee in

the evaluation of credentials when hiring or
promoting teachers
6. Certificate of Recognition or Participation
7. Certificate of Training
13. Performed various
related works/activities
that contribute to the 8. Certificate of Speakership
teaching-learning
process.
9. Committee involvement
10. Advisorship of Co-curricular activities
11. Book or Journal

Authorship/Coauthorship/Contributorship
12. Coordinatorship/Chairpersonship
13. Coaching and mentoring learners in

competitions
14. Mentoring pre-service/in-service

teachers

annotations)
ppines Appendix M
cation
udarat
EMPLATE
n of the MOV Presented Annotations
Region XII
PART IV: DEVELOPMENT PLANS OF THE IPCRF (IP

Action Plan (Recommended Devel
Strengths Development Needs
Intervention)
A. Teaching Competencies (PPST)
B. Core Behavioral Competencies (DepEd)
Feedback:
RATEE
ublic of the Philippines
partment of Education
Region XII
T PLANS OF THE IPCRF (IPCRF-DP)

Action Plan (Recommended Developmental
Timeline Resources Needed
Intervention)
RATER APPROVING AUTHORITY

Region XII
PERFORMANCE MONITORING AND COACHING

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT
RATEE RATER
ippines
ucation
AND COACHING FORM

SIGNATURE
T IMPACT ON JOB/ACTION PLAN
(RATER/RATEE)
RATER APPROVING AUTHORITY

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Republic of the Philippines

Efficiency Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted any 1 No

Performance Indicators Rating

Performance Indicators Rating

Performance Indicators Rating

Performance Indicators Rating

Performance Indicators Rating

Performance Indicators Rating

Efficiency Participated in at least 4 Participated in 3 Participated in 2 Participated in 1 LAC/FGD/ No acceptable

Performance Indicators Rating

Performance Indicators Rating

Performance Indicators Rating

Efficiency Submitted a combination Submitted a Submitted a Submitted any 1 No acceptable

Basic 5. Plus Factor 13. Performed various

RATING FOR OVERALL ACCOMPLISHMENTS

ADJECTIVAL RATING Very Sa

4.500 -5.000 Outstanding

ANALIE L. VELADIEZ ANAROSE C. PACHECA ROMEO B. PALUA

2. Lesson plans/modified DLLs developed

4. Performance tasks/test material(s)

5. Others (Please specify and provide

1. Classroom observation tool (COT) rating

2. Lesson plans/modified DLLs used in

6. Others (Please specify and provide

1. Classroom observation tool (COT) rating

2. Lesson plans/modified DLLs used in

6. Others (Please specify and provide

1. Classroom observation tool (COT) rating

Classroom observation tool (COT) rating

5. Managed learner behavior

1. Classroom observation tool (COT) rating

2. Lesson plans/modified DLLs developed

4. Others (Please specify and provide annota

1. Classroom observation tool (COT) rating

1. Personal notes of teachers on

3. Others (Please specify and provide

1. Classroom observation tool (COT) rating

3. Others (Please specify and provide

1. Classroom observation tool (COT) rating

10. Designed, selected,

6. Others (Please specify and provide

1. Compilation of a learner’s written work

2. Formative/summative assessment tools

1. At least 3 samples of corrected test

2. Minutes of PTA meetings or Parent-

13. Performed various 5. Advisorship of Co-curricular activities

8. Coaching and mentoring learners in

10. Others (Please specify and provide anno

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Performance Indicators Rating

Efficiency Submitted at least Submitted 3 Submitted 2 Submitted 1 No

Performance Indicators Rating

Efficiency Submitted 4 or Submitted 3 Submitted 2 Submitted 1 or No acceptable

Efficiency Submitted at Submitted 2-3 Submitted 1 Submitted 1 No acceptable

Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable

Efficiency Submitted at Submitted at Submitted at Submitted any 1 No acceptable

Performance Indicators Rating

Efficiency Submitted 4 of Submitted any 3 Submitted any 2 Submitted any 1 No acceptable