OBJECTIVES Means of Verification (MOV)

Quality QET
1. Applied knowledge 1.Classroom observation tool (COT) rating sheet and/or interobserver
of content within and agreement form about knowledge of content within and across curriculum
across curriculum teaching areas
2. Lesson plans/modified DLLs developed highlighting integration of
teaching areas
content knowledge within and across subject areas
3. Instructional materials highlighting mastery of content and its
integration in other subject areas
4. Performance tasks/test material(s) highlighting integration of content

Efficiency
knowledge within and across subject areas
5. Others (Please specify and provide annotations
nowledge and Pedagogy

Timeliness
2. Used a range of

Quality
1. Classroom observation tool (COT) rating sheet and/or interobserver
teaching strategies that agreement form about teaching strategies that enhance learner
achievement in literacy and numeracy skills
KRA 1

enhance learner
2. Lesson plans/modified DLLs used in teaching highlighting learner-
achievement in
centered strategies that promote literacy and/or numeracy skills
literacy and numeracy 3. Instructional materials highlighting learner-centered strategies that
skills. promote literacy and/or numeracy skills
4. Performance tasks/test material(s) used in teaching
5. Results of assessment used in teaching
6. Others (Please specify and provide annotations)
 2. Lesson plans/modified DLLs used in teaching highlighting learner-
achievement in
centered strategies that promote literacy and/or numeracy skills

KRA
Content, Knowledge
literacy and numeracy 3. Instructional materials highlighting learner-centered strategies that
skills. promote literacy and/or numeracy skills
4. Performance tasks/test material(s) used in teaching
5. Results of assessment used in teaching

Efficiency
6. Others (Please specify and provide annotations)

Timeliness
3. Applied a range of

Quality
1. Classroom observation tool (COT) rating sheet and/or interobserver
teaching strategies to agreement form about teaching strategies to develop critical and creative
develop critical and thinking, as well as other higher-order thinking skills
2. Lesson plans/modified DLLs used in teaching highlighting different
creative thinking, as
teaching strategies that develop critical and creative thinking and/or other
well as other higher HOTS
order thinking skills. 3. Instructional materials highlighting different teaching strategies that
develop critical and creative thinking and/or other HOTS

Efficiency
4. Performance tasks/test material(s) used in demonstration teaching
5. Results of assessment used in teaching
6. Others (Please specify and provide annotations)

Timeliness
 4. Managed classroom

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

Efficiency
activities within a 3. Others (Please specify and provide annotations
range of physical
learning
onment and Diversity of Learners

environments.

Quality Timeliness
5. Managed learner Classroom observation tool (COT) rating sheet and/or inter-observer
behavior agreement form about teacher management of learner behavior using the
constructively by following strategies:
applying positive and
1. Providing motivation
non-violent discipline 2. Praising the learners/Giving positive feedback
to ensure learning 3. Setting house rules/guidelines
KRA 2

focused environments. 4. Ensuring learners’ active participation

5. Allowing learners to express their ideas/opinions
6. Giving equal opportunities to learners

Efficiency
7. Encouraging learners to ask questions
8. Others (Please specify and provide annotations)
 6. Giving equal opportunities to learners

Learning Environment an
7. Encouraging learners to ask questions

KR 8. Others (Please specify and provide annotations)

Quality Timeliness
6. Used differentiated, 1. Classroom observation tool (COT) rating sheet and/or interobserver
developmentally agreement form about using differentiated, developmentally appropriate
appropriate learning learning experiences
experiences to address
2. Lesson plans/modified DLLs developed highlighting differentiation in
learners’ gender, content, product, process, learning environment or others according to
needs, strengths, learners’ gender, needs, strengths, interests and experiences
interests and

Efficiency
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 annotations)

Timeliness
 7. Planned, managed

Quality
and implemented 1. Classroom observation tool (COT) rating sheet and/or interobserver
developmentally agreement form about using developmentally sequenced teaching and
equenced teaching and learning process
learning processes to 2. Lesson plans/modified DLLs highlighting developmentally sequenced
meet curriculum instruction that meet curriculum goals and varied teaching contexts
requirements and
varied teaching 3. Instructional materials used to implement developmentally sequenced

Efficiency
contexts. teaching and learning process to meet curriculum requirements and varied
teaching contexts.

4. Others (Please specify and provide annotations)

Timeliness
um and Planning

8. Participated in

Quality
collegial discussions 1. Personal notes of teachers on LACs/FGDs/meetings with proof of
that use teacher and attendance
learner feedback to
2. Minutes of LAC/FGD sessions on use of teacher and learner feedback
RA 3

enrich teaching to enrich teaching practice with proof of attendance

practice.
3. Others (Please specify and provide annotations)
 to enrich teaching practice with proof of attendance
practice.

Curriculum and
KRA
3. Others (Please specify and provide annotations)

Efficiency
Timeliness
9. Selected,

Quality
developed, organized 1. Classroom observation tool (COT) rating sheet and/or interobserver
and used appropriate agreement form about using appropriate teaching and learning resources,
including ICT Examples:
teaching and learning
 Activity sheets/task sheets/work sheets
resources, including
 PowerPoint presentations
ICT, to address  Video clips
learning goals.  Module
 SIMs-Strategic Intervention Materials
 Others

Efficiency
2. Lesson plans/modified DLLs with appropriate instructional materials
appended

3. Others (Please specify and provide annotations)

Timeliness
 10. Designed,

Quality
selected, organized 1. Classroom observation tool (COT) rating sheet and/or interobserver
and used diagnostic, agreement form about using diagnostic, formative and summative
assessment strategies
formative and
2. Prepared lesson plans/modified DLLs highlighting appropriate use of
summative assessment formative assessment strategies
strategies consistent 3. Developed diagnostic tests: (a) with TOS reviewed by superior; (b)
with curriculum with sample accomplished questionnaire/answer sheets
requirements. 4. Developed summative tests: (a) with TOS reviewed by superior; (b)
with sample accomplished questionnaire/answer sheets
5. Developed performance tasks: (a) with rubrics reviewed by superior;

Efficiency
(b) with sample accomplished rubrics
6. Others (Please specify and provide annotations)

Quality Timeliness
ent and Reporting

11. Monitored and

evaluated learner 1. Compilation of a learner’s written work with summary of results and
progress and with signature of parents
achievement using
2. Formative/summative assessment tools with TOS and frequency of
learner attainment
RA 4

errors with identified least mastered skills

data.
3. Class records/grading sheets

4. Lesson plans/modified DLLs showing index of mastery

5. Others (Please specify and provide annotations)

 errors with identified least mastered skills
data.

Assessment and
KRA
3. Class records/grading sheets

Efficiency
4. Lesson plans/modified DLLs showing index of mastery

5. Others (Please specify and provide annotations)

Quality Timeliness
12. Communicated 1. At least 3 samples of corrected test papers of the same 3 learners in the
promptly and clearly same learning area with parents’ or guardians’ signature and date of
the learners’ needs, receipt
progress and
2. Minutes of PTA meetings or Parent-Teacher conferences in all quarters
achievement to key with proof of parents’/guardians’ attendance
stakeholders,
including 3. Report cards with parent’s or guardian’s signature in all quarters
parents/guardians. supported by minutes of meeting

4. Communication with parents/ guardians using various modalities

5. Anecdotal record showing entries per quarter

Efficiency
6. Other documents showing learners’ needs, progress and achievement
submitted to other stakeholders

Timeliness
 Quality
13. Performed various 1. Certificate of Recognition or Participation
related
works/activities that 2. Certificate of Training
contribute to the
teaching-learning 3. Certificate of Speakership
process.
4. Committee involvement

5. Advisorship of Co-curricular activities

KRA 5
Plus Factor

6. Book or Journal Authorship/Coauthorship/Contributorship

7. Coordinatorship/Chairpersonship

8. Coaching and mentoring learners in competitions

Efficiency
9. Mentoring pre-service/in-service teachers

10. Others (Please specify and provide annotations)

Timeliness
 PERFORMANCE INDICATORS
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(5) (4) (3) (2) (1)
Showed knowledge of Showed knowledge of Showed knowledge of Showed knowledge of No acceptable
content and its content and its content and its content and its evidence was
integration within and integration within and integration within and integration within and shown
across subject areas as across subject areas as across subject areas as across subject areas as
shown in MOV1 with shown in MOV1 with shown in MOV1 with shown in MOV1 with
a rating of 7 a rating of 6 a rating of 5 a rating of 4

Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 of the No acceptable
lessons using MOV 1 lessons using MOV 1 lessons using MOV 1 given MOV evidence was
and supported by any and supported by any and supported by any shown
1 of the other given 1 of the other given 1 of the other given
MOV MOV MOV

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

Facilitated using Facilitated using Facilitated using Facilitated using No acceptable

different teaching different teaching different teaching different teaching evidence was
strategies that promote strategies that promote strategies that promote strategies that promote shown
reading, writing and/or reading, writing and/or reading, writing and/or reading, writing and/or
numeracy skills as numeracy skills as numeracy skills as numeracy skills as
shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with
a rating of 7 a rating of 6 a rating of 5 a rating of 4
Submitted at least 4 Submitted 3 learner - Submitted 2 learner - Submitted 1 learner - No acceptable
learner - centered centered lessons as centered lessons as centered lesson as evidence was
lessons as evidently evidently shown in evidently shown in evidently shown in shown
shown in MOV 1 and MOV 1 and supported MOV 1 and supported any of the given MOV
supported by any 1 of by any 1 of the other by any 1 of the other
the other MOV given MOV given MOV given

Used different Used different Used different Used different No acceptable

teaching strategies that teaching strategies that teaching strategies that teaching strategies that evidence was
develop critical and develop critical and develop critical and develop critical and shown
creative thinking creative thinking creative thinking creative thinking
and/or other HOTS as and/or other HOTS as and/or other HOTS as and/or other HOTS as
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4

Submitted at least 4 Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lesson as No acceptable

lessons as evidenced evidenced by MOV 1 evidenced by MOV 1 evidenced by any 1 of evidence was
by MOV 1 and and supported by any and supported by any the given MOV shown
supported by any 1 of 1 of the other given 1 of the other given
the other given MOV MOV MOV
Used classroom Used classroom Used classroom Used classroom No acceptable
management strategies management strategies management strategies management strategies evidence was
that engage learners in that engage learners in that engage learners in that engage learners in shown
activities/tasks as activities/tasks as activities/tasks as activities/tasks as
shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with
a rating of 7 a rating of 6 a rating of 5 a rating of 4

Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson No acceptable

lessons supported by supported by MOV 1 supported by MOV 1 supported by any of evidence was
MOV 1 and any 1 of and any 1 of the other and any 1 of the other the acceptable MOV shown
the other acceptable acceptable MOV acceptable MOV
MOV

Applied teacher Applied teacher Applied teacher Applied teacher No acceptable

management strategies management strategies management strategies management strategies evidence was
of learner behavior of learner behavior of learner behavior of learner behavior shown
that promote positive that promote positive that promote positive that promote positive
and non-violent and non-violent and non-violent and non-violent
discipline as shown in discipline as shown in discipline as shown in discipline as shown in
MOV submitted with a MOV submitted with a MOV submitted with a MOV submitted with a
rating of 7 rating of 6 rating of 5 rating of 4

Submitted at least 4 of Submitted at least 4 of Submitted at least 4 of Submitted 1 of the No acceptable

the given strategies as the given strategies as the given strategies as given strategies as evidence was
observed in at least 4 observed in at least 3 observed in at least 2 observed in only 1 shown
lessons lessons lessons lesson
Applied differentiated Applied differentiated Applied differentiated Applied differentiated No acceptable
teaching strategies to teaching strategies to teaching strategies to teaching strategies to evidence was
address learner address learner address learner address learner shown
diversity as shown in diversity as shown in diversity as shown in diversity as shown in
MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating
of 7 of 6 of 5 of 4

Submitted at least 4 Submitted 3 Submitted 2 Submitted any 1 No acceptable

differentiated teaching differentiated teaching differentiated teaching differentiated teaching evidence was
strategies in at least 2 strategies in at least 2 strategies in at least 2 strategy in only 1 shown
lessons as evidenced lessons as evidenced lessons as evidenced lesson as evidently
by MOV 1 and by MOV 1 and by MOV 1 and shown in any 1 of the
supported by any 1 of supported by any 1 of supported by any 1 of acceptable MOV
the other acceptable the other acceptable the other acceptable
MOV MOV MOV
Planned and Planned and Planned and Planned and No acceptable
implemented implemented implemented implemented evidence was
developmentally developmentally developmentally developmentally shown
sequenced teaching sequenced teaching sequenced teaching sequenced teaching
and learning process and learning process and learning process and learning process
as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 as shown in MOV 1
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4

Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

developmentally developmentally developmentally developmentally evidence was
sequenced teaching sequenced teaching sequenced teaching sequenced teaching shown
and learning process and learning process and learning process and learning process
as evidently shown in as evidently shown in as evidently shown in as evidently shown in
MOV 1 and supported MOV 1 and upported MOV 1 and supported any 1 of the given
by any 1 of the other by any 1 of the other by any 1 of the other MOV
given MOV given MOV given MOV

Consistently Frequetly participated Occasionally Rarely participated in No acceptable

participated in in LACs/FGDs/ participated in LACs/FGDs/ meetings evidence was
LACs/FGDs/ meetings meetings to discuss LACs/FGDs/ meetings to discuss shown
to discuss teacher/learner to discuss teacher/learner
teacher/learner feedback to enrich teacher/learner feedback to enrich
feedback to enrich instruction as shown in feedback to enrich instruction as shown in
instruction as shown in the MOV submitted instruction as shown in the MOV submitted
the MOV submitted the MOV submitted
Participated in at least Participated in 3 Participated in 2 Participated in 1 No acceptable
4 LACs/FGDs/ LACs/FGDs/ meetings LACs/FGDs/ meetings LACs/FGDs/ meeting evidence was
meetings as evidently as evidently shown in as evidently shown in as evidently shown in shown
shown in any 1 of the any 1 of the given any 1 of the given any 1 of the given
given MOV MOV MOV MOV

Developed and used Developed and used Developed and used Developed and used No acceptable
varied teaching and varied teaching and varied teaching and varied teaching and evidence was
learning resources, learning resources, learning resources, learning resources, shown
including ICT, to including ICT, to including ICT, to including ICT, to
address learning goals address learning goals address learning goals address learning goals
as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 as shown in MOV 1
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4

Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted any No acceptable

varied teaching and teaching and learning teaching and learning teaching and learning evidence was
learning resources, resources, including resources, including resource, including shown
including ICT, as ICT, as evidently ICT, as evidently ICT, as evidently
evidently shown in shown in MOV 1 and shown in MOV 1 and shown in any of the
MOV 1 and upported upported by any 1 of upported by any 1 of acceptable MOV
by any 1 of the the acceptable MOV the acceptable MOV
acceptable MOV
Designed, selected, Designed, selected, Designed, selected, Designed, selected, No acceptable
organized and used organized and used organized and used organized and used evidence was
diagnostic, formative diagnostic, formative diagnostic, formative diagnostic, formative shown
and summative and summative and summative and summative
assessment strategies assessment strategies assessment strategies assessment strategies
consistent with consistent with consistent with consistent with
curriculum curriculum curriculum curriculum
requirements as shown requirements as shown requirements as shown requirements as shown
in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4

Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 No acceptable

varied assessment assessment tools as assessment tools as assessment tools as evidence was
tools as evidently evidently shown in evidently shown in evidently shown in shown
shown in any 1 of the any 1 of the acceptable any 1 of the acceptable any 1 of the acceptable
acceptable MOV MOV MOV MOV

Consistently Frequently monitored Occasionally Rarely monitored and No acceptable

monitored and and evaluated learner monitored and evaluated learner evidence was
evaluated learner progress and evaluated learner progress and shown
progress and achievement using progress and achievement using
achievement using learner attainment data achievement using learner attainment data
learner attainment data as shown in the MOV learner attainment data as shown in the MOV
as shown in the MOV submitted as shown in the MOV submitted
submitted submitted
Submitted a Submitted a Submitted a Submitted 1 No acceptable
combination of at least combination of 3 of combination of 2 of acceptable MOV evidence was
4 of the acceptable the acceptable MOV the acceptable MOV shown
MOV

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was
distributed across 4 distributed across 3 distributed across 2 completed in only 1
quarters quarters quarters quarter
Consistently showed Frequently showed Occasionally showed Rarely showed prompt No acceptable
prompt and clear prompt and clear prompt and clear and clear evidence was
communication of the communication of the communication of the communication of the shown
learners’ needs, learners’ needs, learners’ needs, learners’ needs,
progress and progress and progress and progress and
achievement to key achievement to key achievement to key achievement to key
stakeholders, including stakeholders, including stakeholders, including stakeholders, including
parents/ guardians as parents/ guardians as parents/ guardians as parents/ guardians as
shown in the MOV shown in the MOV shown in the MOV shown in the MOV
submitted submitted submitted submitted

Submitted a Submitted a Submitted a Submitted any 1 of the No acceptable

combination of at least combination of 3 of combination of 2 of given MOV evidence was
4 of the acceptable the acceptable MOV the acceptable MOV shown
MOV

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable
distributed across 4 distributed across 3 distributed across 2 completed in only 1 evidence was
quarters quarters quarters quarter shown
Consistently Frequently Occasionally Rarely performed No
performed performed performed various related acceptable
various related various related various related work/activities evidence
work/activities work/activities work/activities that contribute to was shown
that contribute to that contribute to that contribute to the teaching
the teaching the teaching the teaching learning process
learning process learning process learning process as shown in the
as shown in the as shown in the as shown in the MOV submitted
MOV submitted MOV submitted MOV submitted

Submitted at least Submitted 3 Submitted 2 Submitted any 1 No

4 different kinds different kinds of different kinds of of the acceptable acceptable
of acceptable acceptable MOV acceptable MOV MOV evidence
MOV was shown
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM
Name of Employee ; GAY S. SERRANO Name of Rater :
Position ; TEACHER II Position :
Bureau/Center/Service/Division ; BATAAN Date of Review :
Review Period ; 2018 - 2019
TO BE FILLED IN DURING PLANNING
WEIGH PERFORMANCE INDICATORS
MFO's KRAs OBJECTIVES TIMELINE T PER Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
KRA QET
(5) (4) (3) (2) (1)
Basic 1. Content, 1. Applied May Quality Showed knowledge Showed knowledge Showed knowledge Showed knowledge No
Educa Knowledge knowledge of 2018 to of content and its of content and its of content and its of content and its acceptable
tion and content within April integration within integration within integration within integration within evidence
Servic Pedagogy and across 2019 and across subject and across subject and across subject and across subject was shown
es curriculum areas as shown in areas as shown in areas as shown in areas as shown in
teaching areas MOV1 with a rating MOV1 with a rating MOV1 with a rating MOV1 with a rating
of 7 of 6 of 5 of 4

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

lessons using MOV lessons using MOV lessons using MOV the given MOV acceptable
1 and supported by 1 and supported by 1 and supported by evidence
any 1 of the other any 1 of the other any 1 of the other was shown
given MOV given MOV given MOV

TimelinessSubmitted MOV Submitted MOV Submitted MOV Submitted MOV was No

were distributed were distributed were distributed completed in only 1 acceptable
across 4 quarters across 3 quarters across 2 quarters quarter evidence
was shown
2. Used a May Quality Facilitated using Facilitated using Facilitated using Facilitated using No
range of 2018 to different teaching different teaching different teaching different teaching acceptable
teaching April strategies that strategies that strategies that strategies that evidence
strategies that 2019 promote reading, promote reading, promote reading, promote reading, was shown
enhance writing and/or writing and/or writing and/or writing and/or
learner numeracy skills as numeracy skills as numeracy skills as numeracy skills as
achievement shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
in literacy and with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
numeracy
skills. 22.5%
Efficiency Submitted at least 4 Submitted 3 learner - Submitted 2 learner - Submitted 1 learner - No
learner - centered centered lessons as centered lessons as centered lesson as acceptable
lessons as evidently evidently shown in evidently shown in evidently shown in evidence
shown in MOV 1 MOV 1 and MOV 1 and any of the given was shown
and supported by supported by any 1 supported by any 1 MOV
any 1 of the other of the other MOV of the other MOV
MOV given given given

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

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

Timeliness
5. Managed May Quality Applied teacher Applied teacher Applied teacher Applied teacher No
learner 2018 to management management management management acceptable
behavior April strategies of learner strategies of learner strategies of learner strategies of learner evidence
constructively 2019 behavior that behavior that behavior that behavior that was shown
by applying promote positive and promote positive and promote positive and promote positive and
positive and non-violent non-violent non-violent non-violent
non-violent discipline as shown discipline as shown discipline as shown discipline as shown
discipline to in MOV submitted in MOV submitted in MOV submitted in MOV submitted
ensure with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
learning
focused
environments. 22.5%

Efficiency Submitted at least 4 Submitted at least 4 Submitted at least 4 Submitted 1 of the No

of the given of the given of the given given strategies as acceptable
strategies as strategies as strategies as observed in only 1 evidence
observed in at least 4 observed in at least 3 observed in at least 2 lesson was shown
lessons lessons lessons

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

Timeliness
3. 7. Planned, May Quality Planned and Planned and Planned and Planned and No
Curriculum managed and 2018 to implemented implemented implemented implemented acceptable
and implemented April developmentally developmentally developmentally developmentally evidence
Planning developmental 2019 sequenced teaching sequenced teaching sequenced teaching sequenced teaching was shown
ly equenced and learning process and learning process and learning process and learning process
teaching and as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 as shown in MOV 1
learning with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
processes to
meet
curriculum
requirements
and varied
teaching
contexts.
teaching and
learning
processes to
meet
curriculum
requirements Efficiency Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No
and varied developmentally developmentally developmentally developmentally acceptable
teaching sequenced teaching sequenced teaching sequenced teaching sequenced teaching evidence
contexts. and learning process and learning process and learning process and learning process was shown
as evidently shown as evidently shown as evidently shown as evidently shown
in MOV 1 and in MOV 1 and in MOV 1 and in any 1 of the given
supported by any 1 upported by any 1 of supported by any 1 MOV
of the other given the other given of the other given
MOV MOV MOV

Timeliness
8. Participated May Quality Consistently Frequetly Occasionally Rarely participated No
in collegial 2018 to participated in participated in participated in in LACs/FGDs/ acceptable
discussions April LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ meetings to discuss evidence
that use 2019 meetings to discuss meetings to discuss meetings to discuss teacher/learner was shown
teacher and teacher/learner teacher/learner teacher/learner feedback to enrich
learner feedback to enrich feedback to enrich feedback to enrich instruction as shown
feedback to instruction as shown instruction as shown instruction as shown in the MOV
enrich in the MOV in the MOV in the MOV submitted
teaching submitted submitted submitted
practice.
22.5%
Efficiency Participated in at Participated in 3 Participated in 2 Participated in 1 No
least 4 LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ acceptable
meetings as meetings as meetings as meeting as evidently evidence
evidently shown in evidently shown in evidently shown in shown in any 1 of was shown
any 1 of the given any 1 of the given any 1 of the given the given MOV
MOV MOV MOV

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

Timeliness
4. 10. Designed, May Quality Designed, selected, Designed, selected, Designed, selected, Designed, selected, No
Assessment selected, 2018 to organized and used organized and used organized and used organized and used acceptable
and organized and April diagnostic, formative diagnostic, formative diagnostic, formative diagnostic, formative evidence
Reporting used 2019 and summative and summative and summative and summative was shown
diagnostic, assessment strategies assessment strategies assessment strategies assessment strategies
formative and consistent with consistent with consistent with consistent with
summative curriculum curriculum curriculum curriculum
assessment requirements as requirements as requirements as requirements as
strategies shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
consistent with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
with
curriculum
requirements.
consistent
with
curriculum
requirements.
Efficiency Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 No
varied assessment assessment tools as assessment tools as assessment tools as acceptable
tools as evidently evidently shown in evidently shown in evidently shown in evidence
shown in any 1 of any 1 of the any 1 of the any 1 of the was shown
the acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness
11. Monitored May Quality Consistently Frequently Occasionally Rarely monitored No
and evaluated 2018 to monitored and monitored and monitored and and evaluated acceptable
learner April evaluated learner evaluated learner evaluated learner learner progress and evidence
progress and 2019 progress and progress and progress and achievement using was shown
achievement achievement using achievement using achievement using learner attainment
using learner learner attainment learner attainment learner attainment data as shown in the
attainment data as shown in the data as shown in the data as shown in the MOV submitted
data. MOV submitted MOV submitted MOV submitted

Efficiency Submitted a Submitted a Submitted a Submitted 1 No

22.5% combination of at combination of 3 of combination of 2 of acceptable MOV acceptable
least 4 of the the acceptable MOV the acceptable MOV evidence
acceptable MOV was shown

TimelinessSubmitted MOV Submitted MOV Submitted MOV Submitted MOV was No

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

TimelinessSubmitted MOV Submitted MOV Submitted MOV Submitted MOV was No

were distributed were distributed were distributed completed in only 1 acceptable
across 4 quarters across 3 quarters across 2 quarters quarter evidence
was shown

5. Plus 13. May Quality Consistently Frequently Occasionally Rarely performed No

Factor Performed 2018 performed various performed various performed various various related acceptable
various to related related related work/activities that evidence
related April work/activities that work/activities that work/activities that contribute to the was shown
works/activiti 2019 contribute to the contribute to the contribute to the teaching learning
es that teaching learning teaching learning teaching learning process as shown in
contribute to process as shown in process as shown in process as shown in the MOV submitted
the teaching- the MOV submitted the MOV submitted the MOV submitted
learning 10.0%
process.
contribute to
the teaching-
learning 10.0%
process.
Efficiency Submitted at least 4 Submitted 3 different Submitted 2 different Submitted any 1 of No
different kinds of kinds of acceptable kinds of acceptable the acceptable MOV acceptable
acceptable MOV MOV MOV evidence
was shown

Timeliness
OVER - ALL RAT
100% ACCOMPLISH

GAY S. SERRANO

Rater Ratee
E COMMITMENT AND REVIEW FORM
JOSELITO S. ALIPIO
SECONDARY SCHOOL HEAD TEACHER III
15-Apr-19

TO BE FILLED DURING EVALUATION

Rating
ACTUAL
RESULTS Score
Q E T Ave.
Showed knowledge
of content and its
integration within
and across subject
areas as shown in
MOV1 with a
rating of 6

Submitted at least 4 ###

lessons using MOV 1
and supported by any
1 of the other given
MOV

Submitted MOV
were distributed
across 4 quarters
Facilitated using
different teaching
strategies that
promote reading,
writing and/or
numeracy skills as
shown in MOV 1
with a rating of 6

Submitted 3 learner - ###

centered lessons as
evidently shown in
MOV 1 and
supported by any 1 of
the other MOV given

Used different
teaching
strategies that
develop critical
and creative
thinking and/or
other HOTS as
shown in MOV 1
with a rating of 6
###
Submitted 3 lessons
as evidenced by
MOV 1 and
supported by any 1 of
the other given MOV
Used classroom
management
strategies that
engage learners in
activities/tasks as
shown in MOV 1
with a rating of 6

###
Submitted at least
4 lessons supported
by MOV 1 and any
1 of the other
acceptable MOV

Applied teacher
management
strategies of
learner behavior
that promote
positive and non-
violent discipline
as shown in
MOV submitted
with a rating of 6
###

Submitted at least
4 of the given
strategies as
observed in at
least 3 lessons
Applied
differentiated
teaching strategies
to address learner
diversity as shown
in MOV 1 with a
rating of 6

Submitted at least 4
differentiated
teaching strategies in
###
at least 2 lessons as
evidenced by MOV 1
and supported by any
1 of the other
acceptable MOV

Planned and
implemented
developmentally
sequenced teaching
and learning process
as shown in MOV 1
with a rating of 6

###
Submitted at least 4
developmentally ###
sequenced teaching
and learning process
as evidently shown in
MOV 1 and
supported by any 1 of
the other given MOV

Consistently
participated in
LACs/FGDs/
meetings to discuss
teacher/learner
feedback to enrich
instruction as
shown in the MOV
submitted

###
Participated in at
least 4
LACs/FGDs/
meetings as
evidently shown in
any 1 of the given
MOV
Developed and used
varied teaching and
learning resources,
including ICT, to
address learning
goals as shown in
MOV 1 with a rating
of 6

Submitted at least 4
varied teaching and ###
learning resources,
including ICT, as
evidently shown in
MOV 1 and upported
by any 1 of the
acceptable MOV

Designed, selected,
organized and used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements as
shown in MOV 1
with a rating of 6

###
 ###
Submitted at least
4 varied
assessment tools
as evidently
shown in any 1 of
the acceptable
MOV

Consistently
monitored and
evaluated learner
progress and
achievement using
learner attainment
data as shown in
the MOV
submitted

Submitted a ###
combination of 3
of the acceptable
MOV

Submitted MOV
were distributed
across 4 quarters
Frequently showed
prompt and clear
communication of
the learners’ needs,
progress and
achievement to key
stakeholders,
including parents/
guardians as shown
in the MOV
submitted

###
Submitted a
combination of 3
of the acceptable
MOV

Submitted MOV
were distributed
across 4 quarters

Frequently
performed
various related
work/activities
that contribute to
the teaching
learning process
as shown in the
MOV submitted
###
 ###
Submitted 3
different kinds of
acceptable MOV

OVER - ALL RATING FOR

ACCOMPLISHMENTS #VALUE! ###

Approving Authority
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) SUMMARY SHEET
Teacher I-III (Proficient Teacher)

Name of Employee: GAY S. SERRANO Name of Rater: JOSELITO S. ALIPIO

Position: TEACHER II Position: SECONDARY SCHOOL HEAD TEACHER III
Bureau/Center/Service/Division: BATAAN Date of Review:
Rating Period: 2018 - 2019

Weight per Weight per Numerical Ratings

KRA Objectives Score
KRA Objective Q E T Ave
Objective 1 7.5% 0 0.000
KRA 1 22.5% Objective 2 7.5% 0 0.000
Objective 3 7.5% 0 0.000
Objective 4 7.5% 0 0.000
KRA 2 22.5% Objective 5 7.5% 0 0.000
Objective 6 7.5% 0 0.000
Objective 7 7.5% 0 0.000
KRA 3 22.5% Objective 8 7.5% 0 0.000
Objective 9 7.5% 0 0.000
Objective 10 7.5% 0 0.000
KRA 4 22.5% Objective 11 7.5% 0 0.000
Objective 12 7.5% 0 0.000
Plus Factor 10% Objective 13 10% 0 0.000
Final Rating 0.000
Adjectival Rating

GAY S. SERRANO JOSELITO S. ALIPIO JOSELITO S. ALIPIO

Ratee Rater Approving Authority
HINDI KO PO ALAM GAWAN NG FORMULA YUN ADJECTIVAL RATING KAYA PO ETO PO YUNG GUIDE.
NOTE: USE THIS TO DETERMINE THE ADJECTIVAL RATING EQUIVALENT OF YOUR FINAL RATING

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

THE SCORES AND FINAL RATING SHOULD ALWAYS IN THREE DECIMAL PLACES
 COMPETENCIES

CORE BEHAVIORAL COMPETENCIES improve performance. Examples may include doing something better,
Self-Management faster, at alower cost, more efficiently; or improving quality, costumer
satisfaction, morale, without setting any specific goal.
1 Sets personal goals and direction, needs and development.

2
Undertakes personal actions and behaviors that are clear and
purposive and takes into account personal goals and values 4 Teamwork
1
Willingly does his/her share of responsibilty.
congruent to that of the organization.
2 Promotes collaboration and removes barriers to teamwork and goal
Displays emotional maturity and enthusiasm for and is challenged by accomplishment across the organization
3
higher goals
Prioritize work tasks and schedules (through gantt charts, checklists, 3
4
etc.) to achieve goals. Applies negotiation principles in arriving at win-win agreements.
5 Sets high quality, challenging, realistic goals for self and others 4 Drives consensus and team ownership of decisions.
5
Works constructively and collaboratively with others and across
Professionalism and Ethics
organizations to accomplish organizational goals and objectives.

Demonstrates the values and behavior enshrined in the Norms of Service Orientation
Conduct and Ethical Standards for public officials and employee (RA 1
1 6713). Can explain and articulate organizational directions, issues and problems.
2
2
Practices ethical and professional behavior and conduct taking into
account the impact of his/her actions and decisions. 5 Takes personal responsibilty for dealing with and/or correcting costumer
service issues and concerns
Maintains professional image: being trustworthy, regularity of 3 Initiates activities that promotes advocacy for men and women
3
attendance and punctuality, good grooming and communication. empowerment.
4
Participates in updating of office vision, mission, mandates & strategies
4 Makes personal sacrifices to meet the organization's needs.
based on DepEd strategies and directions.
Acts with a sense pf urgency and responsibility to meet the 5
Develops and adopts service improvement programs through simplified
5 organization's needs, improves systems and help others improve
procedures that will further enhance service delivery.
their effectiveness.
Result Focus Innovation
1 Examines the root cause of problems and suggests effective solutions.
Achieves results with optimal use of time and resources most of the
1 Fosters new ideas, processes, and suggests bettter ways to do things (cost
time.
and/or operational efficiency).
2
Avoids rework, mistakes and wastage through effective work Demonstrates an ability to think "beyond the box". Continuously focuses on
2
methods by placing organizational needs before personal needs. improving personal productivity to create higher value and results.

Delivers error-free outputs most of the time by conforming to 3

standard operating procedures correctly and consistently. Able to
3 produce very satisfactoy quality of work in terms of
usefulness/acceptability and completeness with no supervision
4 Promotes a creative climate and inspires co-workers to develop original
ideas or solutions.
required.
 Expresses a desire to do better and may express frustration at waste 4
Translates creative thinking into tangible changes and solutions that improve the work unit and
4 or inefficiency. May focus on new or more precise ways of meeting organization.
goals set.
5 Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the
5 Makes specific changes in the system or in own work methods to ability to succeed with minimal resources.
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates

CORE BEHAVIORAL COMPETENCIES RATING

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

NOTE:
hindi po ito kasama sa total rating ng IPCRF natin PERO NEED PADIN PO SAGUTAN AT IPRINT
ito po ay para masagutan ang development plans
4

4
4.17
 PART IV: DEVELOPMENT PLANS OF THE IPCRF (IPCRF - DP)

Action Plan
Strengths Development Needs (Recommended Developmental Timeline
Intervention)
A. Teaching Competencies (PPST)
Objective 1; KRA 1 Objective 2; KRA 1
Applied Knowledge of Content Used a range of teaching strategies that
within and across curriculum enhance learner achievement in literacy and Applying new learning from attending
teaching areas numeracy skills courses/seminars/workshops/
Objective 3; KRA 1
year round
Objective 11; KRA 4 coaching and mentoring
Applied a wide range of teaching strategies to
Monitored and ealuated learner develop critical and creative thinking, as well as
using feedback to try a new approach to an
progress and achievement other higher order thinking skills old practice
using learner attainment data

A. Core Behavioral Competencies (DepEd)

Computer/ICT Skills Service Orientation Coaching
Professionalism and Ethics Innovation Incorporate in the next SLAC the training on
year round
customer services and dealing with them

GAY S. SERRANO JOSELITO S. ALIPIO

Ratee Rater
 DEPED RPMS form - DEPED

note:
may word format din po ito..pde din po na iyon ang inyong gamitin. Salamat po
NT PLANS OF THE IPCRF (IPCRF - DP)

Resources Needed

School head

collegues

local funds

School Head, collegues, local funds

JOSELITO S. ALIPIO
Approving Officer
DEPED RPMS form - DEPED form -For Teacher |