Ss Ipcrf 5gd1f
This document was ed by and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this report form. Report 3i3n4
Overview 26281t
& View Ss Ipcrf as PDF for free.
More details 6y5l6z
- Words: 8,375
- Pages: 61
Republic of the Philippines Department of Education NCR Division of Manila
PEDRO PELAEZ ELEMENTARY SCHOOL INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) Name of Employee:
CHARITO U. AMATOSA
Name of Rater:
CRISTINE P. ABIERA
Position:
TEACHER I
Position:
MASTER TEACHER I
Bureau/Center/Service/Division:
DEPED-MANILA
Date of Review:
APRIL 24, 2019
Rating Period:
APRIL 2018-MARCH 2019
TO BE FILLED OUT DURING PLANNING
MFOs
KRAs
Objectives
Timeline
Performance Indicators
Weight per KRA QET
Basic Education Services
1. Content 1. Applied Knowledge knowledge of and Pedagogy content within and across curriculum teaching areas.
June 2018 to March 2019
7.50%
TO BE FILLED OUT DURING EVALUATION
Quality
Efficiency
Timeliness
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Showed knowledge of content and its integration within and across subject areas as shown inMOV1witha rating of 7
Showed knowledge of content and its integration within and across subject areas as shown inMOV1witha rating of 6
Showed knowledge of content and its integration within and across subject areas as shown in MOV 1 with a rating of 5
Submitted at least 4 lessons using MOV 1 and ed by any 1 of the other given MOV
Submitted 3 lessons using MOV 1 and ed by any 1 of the other given MOV
Submitted 2 Submitted any 1 lessons using of the given MOV 1 and MOV ed by any 1 of the other given MOV
Poor (1)
Showed No acceptable knowledge of evidence was content and its shown integration within and across subject areas as shown in MOV 1 with a rating of 4
Rating
Actual Results
3
No acceptable evidence was shown 5
Score Q
E
3
5
T
Ave
4
0.300
MFOs
KRAs
Basic Education Services
Objectives
Timeline
2. Used a range of June 2018 teaching strategies to March that enhance 2019 learner achievement in literacy and numeracy skills.
Weight per KRA 7.50%
Performance Indicators QET Quality
Efficiency
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Showed knowledge of content and its integration within and across subject areas as shown inMOV1witha rating of 7
Showed knowledge of content and its integration within and across subject areas as shown inMOV1witha rating of 6
Showed knowledge of content and its integration within and across subject areas as shown in MOV 1 with a rating of 5
Showed No acceptable knowledge of evidence was content and its shown integration within and across subject areas as shown in MOV 1 with a rating of 4
Facilitated using different teaching strategies that promote reading, writing and/or numeracy skills as shown in MOV 1 with a rating of 7
Facilitated using different teaching strategies that promote reading, writing and/or numeracy skills as shown in MOV 1 with a rating of 6
Facilitated using different teaching strategies that promote reading, writing and/or numeracy skills as shown in MOV 1 with a rating of 5
Facilitated using No acceptable different teaching evidence was strategies that shown promote reading, writing and/or numeracy skills as shown in MOV 1 with a rating of 4
Actual Results
Rating Q
E
4
4
T
Ave
4
Score
0.300
4
4
Timeliness Performance Indicators MFOs
Basic Education Services
KRAs
Objectives
Timeline
3. Applied a range June 2018 of teaching to March strategies to 2019 develop critical and creative thinking, as well as other higherorder thinking skills.
Weight per KRA 7.50%
QET Quality
Efficiency
Rating
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Used different teaching strategies that develop critical and creative thinking and/or other HOTS as shown in MOV 1 with a rating of 7
Used different teaching strategies that develop critical and creative thinking and/or other HOTS as shown in MOV 1 with a rating of 6
Used different teaching strategies that develop critical and creative thinking and/or other HOTS as shown in MOV 1 with a rating of 5
Used different teaching strategies that develop critical and creative thinking and/or other HOTS as shown in MOV 1 with a rating of 4
Submitted at least 4 lessons as evidenced by MOV 1 and ed by any1ofthe other given MOV
Submitted 3 lessons as evidenced by MOV 1 and ed by any1 of the other given MOV
Submitted 2 lessons as evidenced by MOV 1 and ed by any 1of the other given MOV
Submitted 1 No acceptable lesson as evidence was evidenced by shown any 1of the given MOV
Actual Results
No acceptable evidence was shown
4
5
Q
E
4
5
T
Ave
4.5
Score
0.338
Timeliness
MFOs
Basic Education Services
KRAs
2. Learning Environment and Diversity of Learners
Objectives
Timeline
Weight per KRA
Performance Indicators QET
4. Managed June 2018 7.50% Quality classroom to March structure to 2019 engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical Efficiency learning environments.
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Used classroom management strategies that engage learners in activities/tasks as shown in MOV 1 with a rating of 7
Used classroom management strategies that engage learners in activities/tasks as shown in MOV1witha rating of 6
Used classroom management strategies that engage learners in activities/tasks as shown in MOV 1 with a rating of 5
Used No acceptable classroom evidence was management shown strategies that engage learners in activities/tasks as shown in MOV 1with a rating of 4
Submitted at least 4 lessons ed by MOV 1 and any 1 of the other acceptable MOV
Submitted 3 lessons ed by MOV 1 and any 1 of the other acceptable MOV
Submitted 2 lessons as evidenced by MOV 1 and ed by any 1of the other given MOV
Submitted 1 lesson ed by any of the acceptable MOV
Actual Results
Rating Q
E
3
4
T
Ave
3.5
Score
0.263
3
No acceptable evidence was shown 4
Timeliness
MFOs
Basic Education Services
KRAs
Objectives
5. Managed learner behavior constructively by applying positive and non-violent discipline to ensure learningfocused environments.
Timeline
Weight per KRA
Performance Indicators QET
June 2018 7.50% Quality to March 2019
Very Unsatisfactory Outstanding (5) Satisfactory (3) Satisfactory (4) (2)
Applied teacher management strategies of learner behavior that promote positive and non-violent discipline as shown in MOV submitted with a rating of 7
Used classroom management strategies that engage learners in activities/tasks as shown in MOV1witha rating of 6
Applied teacher management strategies of learner behavior that promote positive and non-violent discipline as shown in MOV submitted with a rating of 5
Poor (1)
Applied No acceptable teacher evidence was management shown strategies of learner behavior that promote positive and non-violent discipline as shown in MOV submitted with a rating of 4
Actual Results
4
Rating Q
E
4
4
T
Ave
4
Score
0.300
Efficiency
Submitted at least 4 of the given strategies as observed in at least 4 lessons
Submitted at least 4 of the given strategies as observed in 3 lessons
Submitted at least 4 of the given strategies as observed in 2 lessons
Submitted any No acceptable 1 evidence was of the given shown strategies as observed in only 1 lesson
4
Timeliness
MFOs
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
6. Used June 2018 7.50% Quality differentiated, to March developmentally 2019 appropriate learning experiences to address learners’ gender, needs, strengths, interests and experiences.
Basic Education Services
Efficiency
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Applied differentiated teaching strategies to address learner diversity as shown in MOV 1 with a rating of 7
Applied differentiated teaching strategies to address learner diversity as shown in MOV 1 with a rating of 6
Applied differentiated teaching strategies to address learner diversity as shown in MOV 1 with a rating of 5
Applied No acceptable differentiated evidence was teaching shown strategies to address learner diversity as shown in MOV 1 with a rating of 4
Submitted at least 4 differentiated teaching strategies in at least 2 lessons as evidenced by MOV 1 and ed by any 1 of the other acceptable MOV
Submitted 3 differentiated teaching strategies in at least 2 lessons as evidenced by MOV 1 and ed by any1ofthe other acceptable MOV
Submitted 2 differentiated teaching strategies in 2 lessons as evidenced by MOV 1 and ed by any1ofthe other acceptable MOV
Submitted any No acceptable 1 at least 4 evidence was lessons as shown observed in 3 lessons as observed in 2 lessons observed in only 1 lesson differentiated teaching strategy in only 1 lesson as evidently shown in any 1 of the acceptable MOV
Actual Results
Rating Q
E
3
3
T
Ave
3
Score
0.225
3
3
Timeliness
MFOs
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Actual Results
Rating Q
E
T
Ave
Score
Basic Education Services
3. Curriculum 7. Planned, June 2018 7.50% Quality and Planning managed and to March implemented 2019 developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts. Efficiency
Planned and implemented developmentall y sequenced teaching and learning process as shown in MOV 1 with a rating of 7
Planned and implemented developmentall y sequenced teaching and learning process as shown in MOV 1 with a rating of 6
Planned and implemented developmentall y sequenced teaching and learning process as shown in MOV 1 with a rating of 5
Planned and No acceptable implemented evidence was developmentall shown y sequenced teaching and learning process as shown in MOV 1 with a rating of 4
Submitted at least 4 developmentall y sequenced teaching and learning process as evidently shown in MOV 1 and ed by any 1 of the other given MOV
Submitted 3 developmentall y sequenced teaching and learning process as evidently shown in MOV 1 and ed by any 1 of the other given MOV
Submitted 2 developmentall y sequenced teaching and learning process as evidently shown in MOV 1 and ed by any 1 of the other given MOV
Submitted 1 No acceptable developmentall evidence was y sequenced shown teaching and learning process as evidently shown in any 1 of the given MOV
4
4
4
0.300
4
4
Timeliness
MFOs
Basic Education Services
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
8. Participated in June 2018 7.50% Quality collegial to March discussions that 2019 use teacher and learner to enrich teaching practice.
Very Unsatisfactory Outstanding (5) Satisfactory (3) Satisfactory (4) (2)
Consistently participated in LACs/FGDs/ meetings to discuss teacher/learner to enrich instruction as shown in the MOV submitted
Frequently participated in LACs/FGDs/ meetings to discuss teacher/learner to enrich instruction as shown in the MOV submitted
Occasionally participated in LACs/FGDs/ meetings to discuss teacher/learner to enrich instruction as shown in the MOV submitted
Poor (1)
Rarely No acceptable participated in evidence was LAC/FGD/ shown meeting to discuss teacher/learner to enrich instruction as shown in the MOV submitted
Actual Results
4
Rating Q
E
4
4
T
Ave
4
Score
0.300
Efficiency
Participated in at least 4 LACs/FGDs/ meetings as evidently shown in any 1 of the given MOV
Participated in 3 LACs/FGDs/ meetings as evidently shown in any 1 of the given MOV
Participated in 2 LACs/FGDs/ meetings as evidently shown in any 1 of the given MOV
Participated in No acceptable 1 LAC/FGD/ in evidence was any 1 of the shown given MOV
4
Timeliness
MFOs
KRAs
Basic Education Services
Objectives
Timeline
Weight per KRA
Performance Indicators QET
9. Selected, June 2018 7.50% Quality developed, to March organized and 2019 used appropriate teaching and learning resources, including ICT, to address learning goals.
Efficiency
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Developed and used varied teaching and learning resources, including ICT, to address learning goals as shown in MOV1witha rating of 7
Developed and used varied teaching and learning resources, including ICT, to address learning goals as shown in MOV1witha rating of 6
Developed and used varied teaching and learning resources, including ICT, to address learning goals as shown in MOV 1 with a rating of 5
Developed and No acceptable used varied evidence was teaching and shown learning resources, including ICT, to address learning goals as shown in MOV 1 with a rating of 4
Submitted at least 4 varied teaching and learning resources, including ICT, as evidently shown in MOV 1 and ed by any 1 of the acceptable MOV
Submitted 3 varied teaching and learning resources, including ICT, as evidently shown in MOV 1 and ed by any 1 of the acceptable MOV
Submitted 2 varied teaching and learning resources, including ICT, as evidently shown in MOV 1 and ed by any 1 of the acceptable MOV
Submitted any No acceptable teaching and evidence was learning shown resource, including ICT, as evidently shown in any of the acceptable MOV
Actual Results
Rating Q
E
4
4
T
Ave
4
Score
0.300
4
4
Timeliness
MFOs
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Actual Results
Rating Q
E
T
Ave
Score
Basic Education Services
4. Assessment and Reporting
10. Designed, selected, organized and used diagnostic, formative and summative assessment strategies consistent with curriculum requirements.
June 2018 to March 2019
7.50%
Quality
Efficiency
Designed, selected, organized and used diagnostic, formative and summative assessment strategies consistent with curriculum requirements as shown in MOV 1 with a rating of 7
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
Designed, selected, organized and used diagnostic, formative and summative assessment strategies consistent with curriculum requirements as shown in MOV 1 with a rating of 5
Designed, No acceptable selected, evidence was organized and shown used diagnostic, formative and summative assessment strategies consistent with curriculum requirements as shown in MOV 1 with a rating of
Submitted at least 4 varied assessment tools as evidently shown inany1ofthe acceptable MOV
Submitted 3 varied assessment tools as evidently shown in any of the acceptable MOV
Submitted 2 varied assessment tools as evidently shown in any1ofthe acceptable MOV
Submitted 1 assessment tool as evidently shown in any of the acceptable MOV
4
3
3.5
0.263
4
No acceptable evidence was shown 3
Timeliness
MFOs
Basic Education Services
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
11. Monitored and June 2018 7.50% Quality evaluated learner to March progress and 2019 achievement using learner attainment data.
Efficiency
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Consistently monitored and evaluated learner progress and achievement using learner attainment data as shown in the MOV submitted
Frequently monitored and evaluated learner progress and achievement using learner attainment data as shown in the MOV submitted
Occasionally monitored and evaluated learner progress and achievement using learner attainment data as shown in the MOV submitted
Submitted a combination of at least 4 of the acceptable MOV
Submitted a combination of 3 of the acceptable MOV
Submitted a Submitted 1 combination of acceptable 2 of the MOV acceptable MOV
Poor (1)
Rarely No acceptable monitored and evidence was evaluated shown learner progress and achievement using learner attainment data as shown in the MOV submitted No acceptable evidence was shown
Actual Results
4
4
Rating Q
E
T
Ave
4
4
4
4
Score
0.300
Timeliness
MFOs
KRAs
Objectives
Timeline
Weight per KRA
QET
Efficiency
Timeliness
MFOs
KRAs
Objectives
Timeline
Weight per KRA
Submitted MOV were distributed across 3 quarters
Submitted MOV were distributed across 2 quarters
Submitted any No acceptable 1 of the given evidence was MOV shown
Performance Indicators
12. June 2018 7.50% Quality Communicated to March promptly and 2019 clearly the learners’ needs, progress and achievement to key stakeholders, including parents/guardians .
Basic Education Services
Submitted MOV were distributed across 4 quarters
Very Unsatisfactory Outstanding (5) Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Consistently showed prompt and clear communication of the learners’ needs, progress and achievement to key stakeholders, including parents/ guardians as shown in the MOV submitted
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
Occasionally showed prompt and clear communication of the learners’ needs, progress and achievement to key stakeholders, including parents/ guardians as shown in the MOV submitted
Rarely showed No acceptable prompt and evidence was clear shown communication of the learners’ needs, progress and achievement to key stakeholders, including parents/ guardians as shown in the MOV submitted
Submitted a combination of at least 4 of the acceptable MOV
Submitted a combination of 3 of the acceptable MOV
Submitted a combination of 2 of the acceptable MOV
Submitted any No acceptable 1 evidence was of the given shown MOV
Submitted MOV were distributed across 4 quarters
Submitted MOV were distributed across 3 quarters
Submitted MOV were distributed across 2 quarters
Submitted any 1 of the given MOV
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Actual Results
Rating Q
E
T
Ave
4
4
4
4
T
Ave
Score
0.300
4
4
4
Performance Indicators QET
4
Poor (1)
Actual Results
Rating Q
E
Score
Basic Education Services
5. Plus Factor
13. Performed June 2018 10.00% Quality various related to March works/activities 2019 that contribute to the teachinglearning process.
Efficiency
Consistently performed various related work/activities that contribute to the teaching learning process as shown in the MOV submitted
Frequently performed various related work/activities that contribute to the teaching learning process as shown in the MOV submitted
Occasionally performed various related work/activities that contribute to the teaching learning process as shown in the MOV submitted
Rarely No acceptable performed evidence was various related shown work/activities that contribute to the teaching learning process as shown in the MOV submitted
Submitted at least 4 different kinds of acceptable MOV
Submitted 3 different kinds of acceptable MOV
Submitted 2 different kinds of acceptable MOV
Submitted any No acceptable 1 of the evidence was acceptable shown MOV
4
4
4
0.400
4
4
Timeliness
3.889
RATING FOR OVERALL ACCOMPLISHMENTS ADJECTIVAL RATING
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
CRISTINE P. ABIERA
CHARITO U. AMATOSA
MARIA BERNADETH A. PABLO
Rater
Ratee
Approving Authority
Very Satisfactory
Republic of the Philippines Department of Education Region XII Division of Sultan Kudarat
Your School Here Poblacion I, Lebak, Sultan Kudarat
ANNOTATION TEMPLATE OBJECTIVES
Means of Verification 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about knowledge of content within and across curriculum teaching areas
1. Applied 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 3. Instructional materials highlighting 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)
Description of the MOV Presented
Annotatio
1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about teaching strategies that enhance learner achievement in literacy and numeracy skills
2. Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.
2. Lesson plans/modified DLLs used in teaching highlighting learner-centered strategies that promote literacy and/or 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 6. Others (Please specify and provide annotations) 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills
3. Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher- order thinking skills.
2. Lesson plans/modified DLLs used in teaching highlighting different teaching strategies that develop critical and creative thinking and/or other HOTS 3. Instructional materials highlighting different teaching strategies that develop critical and creative thinking and/or other HOTS
higher- order thinking skills.
4. Performance tasks/test material(s) used in demonstration teaching 5. Results of assessment used in teaching 6. Others (Please specify and provide annotations)
4. Managed classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments.
1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about managing classroom structure that engages learners in various activities 2. Lesson plans/modified DLLs highlighting various classroom management strategies that engage learners in activities/tasks in different physical learning environments 3. Others (Please specify and provide annotations) Classroom observation tool (COT) rating sheet and/or inter-observer agreement 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 nonviolent discipline to ensure learning- focused environments.
2. Praising the learners/Giving positive 3. Setting house rules/guidelines 4. Ensuring learners’ active participation 5. Allowing learners to express their ideas/opinions
learning- focused environments.
6. Giving equal opportunities to learners 7. Encouraging learners to ask questions 8. Others (Please specify and provide annotations) 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form ing differentiated, developmentally appropriate learning experiences
6. Used differentiated, developmentally appropriate learning experiences to address learners’ gender, needs, strengths, interests and experiences.
2. Lesson plans/modified DLLs developed highlighting differentiation in content, product, process, learning environment or others according to learners’ gender, 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 anno
7. Planned, managed and implemented developmentally sequenced teaching and learning processes to meet curriculum requirements
1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form ing developmentally sequenced teaching and learning process
7. Planned, managed and implemented developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts.
2. Lesson plans/modified DLLs highlighting developmentally sequenced instruction that meet curriculum goals and varied teaching contexts 3. Instructional materials used to implement developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts. 4. Others (Please specify and provide annotations)
8. Participated in collegial discussions that use teacher and learner to enrich teaching practice.
1. Personal notes of teachers on LACs/FGDs/meetings with proof of attendance 2. Minutes of LAC/FGD sessions on use of teacher and learner to enrich teaching practice with proof of attendance 3. Others (Please specify and provide annotations) 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form ing appropriate teaching and learning resources, including ICT Examples: Activity sheets/task sheets/work sheets
9. Selected, developed, organized and used appropriate teaching and learning resources, including ICT, to address learning goals.
PowerPoint presentations Video clips Module SIMs-Strategic Intervention Materials
learning resources, including ICT, to address learning goals. Others 2. Lesson plans/modified DLLs with appropriate instructional materials appended 3. Others (Please specify and provide annotations) 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form ing diagnostic, formative and summative assessment strategies 2. Prepared lesson plans/modified DLLs highlighting appropriate use of formative assessment strategies
10. Designed, selected, organized and used diagnostic, formative and summative assessment strategies consistent with curriculum requirements.
3. Developed diagnostic tests: (a) with TOS reviewed by superior; (b) with sample accomplished questionnaire/answer sheets 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; (b) with sample accomplished rubrics 6. Others (Please specify and provide annotations)
1. Compilation of a learner’s written work with summary of results and with signature of parents 11. Monitored and evaluated learner progress and achievement using learner attainment data.
2. Formative/summative assessment tools with TOS and frequency of errors with identified least mastered skills 3. Class records/grading sheets 4. Lesson plans/modified DLLs showing index of mastery 5. Others (Please specify and provide 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
12. Communicated promptly and clearly the learners’ needs, progress and achievement to key stakeholders, including parents/guardians.
2. Minutes of PTA meetings or ParentTeacher conferences in all quarters with proof of parents’/guardians’ attendance 3. Report cards with parent’s or guardian’s signature in all quarters ed by minutes of meeting 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 related works/activities that contribute to the teachinglearning process.
5. Advisorship of Co-curricular activities 6. Book or Journal Authorship/ 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 an
Appendix M
Annotations
Republic of the Philippines Department of Education Region IV-A Division of QUEZON
Your School Here Your District Here
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
MFOs
KRAs
Objectives
Timeline
Performance Indicators
Weight per KRA QET
Basic Education Services
1. Content 1. Modeled effective June 2018 Knowledge application of to March and Pedagogy content knowledge 2019 within and across curriculum teaching areas.
7.50%
TO BE FILLED OUT DURING EVALUATION
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Quality
Modeled effective application of content knowledge within and across curriculum teaching areas as shown in MOV1 with a rating of 8
Modeled effective application of content knowledge within and across curriculum teaching areas as shown in MOV1 with a rating of 7
Modeled effective application of content knowledge within and across curriculum teaching areas as shown in MOV1 with a rating of 6
Modeled No acceptable effective evidence was application of shown content knowledge within and across curriculum teaching areas as shown in MOV1 with a rating of 5
Efficiency
Submitted at least 4 lessons as evidenced by MOV 1 and ed by any 1 of the other given MOV
Submitted 3 lessons as evidenced by MOV 1 from colleagues and ed by any 1 of the other given MOV
Submitted 2 lessons as evidenced by MOV 1 from colleagues and ed by any 1 of the other given MOV
Submitted 1 lessons as evidenced by MOV 1 from colleagues and ed by any 1 of the other given MOV
Timeliness
No acceptable evidence was shown
Rating
Actual Results
Score Q
E
4
4
T
Ave
4
0.3
MFOs
KRAs
Basic Education Services
Objectives
Timeline
2. Collaborated with June 2018 colleagues in the to March conduct and 2019 application of research to enrich knowledge of content and pedagogy.
Weight per KRA 7.50%
Performance Indicators QET
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Quality
Conducted, completed and disseminated action research with colleagues.
Conducted and Conducted Proposed-action No acceptable completed action action research research with evidence was research with with colleagues. colleagues shown colleagues.
Efficiency
Submitted at least 4 of the given MOV
Submitted any 3 Submitted any 2 Submitted any 1 No acceptable of the acceptable MOV MOV evidence was MOV shown
Timeliness
Presented the research report within the rating period
Completed the research report within the rating period
Conducted the research report within the rating period
Proposed the research report within the rating period
Actual Results
Rating Q
E
T
Ave
4
4
4
4
Basic Education Services
KRAs
Objectives
Timeline
3. Developed and applied effective teaching strategies to promote critical and creative thinking, as well as other higher- order thinking skills.
June 2018 to March 2019
Weight per KRA 7.50%
QET
Outstanding (5)
T
Ave
Rating
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Quality
Demonstrated effective teaching strategies to promote critical and creative thinking as well as other HOTS as shown in MOV 1 with a rating of 8
Demonstrated effective teaching strategies to promote critical and creative thinking as well as other HOTS as shown in MOV 1 with a rating of 7
Demonstrated effective teaching strategies to promote critical and creative thinking as well as other HOTS as shown in MOV 1 with a rating of 6
Demonstrated effective teaching strategies to promote critical and creative thinking as well as other HOTS as shown in MOV 1 with a rating of 5
Efficiency
Submitted 4 or more lessons as evidenced by MOV 1 and ed by any 1 of the other given MOV
Submitted 3 lessons as evidenced by MOV 1 and ed by any 1 of the other given MOV
Submitted 2 lessons as evidenced by MOV 1 and ed by any 1 of the other given MOV
Submitted 1 or No acceptable more lessons as evidence was evidenced by shown MOV 1 and ed by any 1 of the other given MOV
Timeliness
0.3
No acceptable evidence was shown
Performance Indicators MFOs
Score
No acceptable evidence was shown
Actual Results
Q
E
4
4
4
Score
0.3
MFOs
Basic Education Services
KRAs
2. Learning Environment and Diversity of Learners
Objectives
Timeline
Weight per KRA
Performance Indicators QET
4. Work with June 2018 7.50% Quality colleagues to to March model and share 2019 effective techniques in the management of the classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning Efficiency environments.
Timeliness
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Modeled and shared effective classroom management strategies that engage learners in activities/tasks done in different physical learning environments as shown in MOV 1 with a rating of 8
Modeled and shared effective classroom management strategies that engage learners in activities/tasks done in different physical learning environments as shown in MOV 1 with a rating of 7
Modeled and shared effective classroom management strategies that engage learners in activities/tasks done in different physical learning environments as shown in MOV 1 with a rating of 6
Modeled and No acceptable shared evidence was effective shown classroom management strategies that engage learners in activities/tasks done in different physical learning environments as shown in MOV 1 with a rating of 5
Submitted at least 4 lessons ed by MOV 1 and any 1 of the other acceptable MOV
Submitted 3 lessons ed by MOV 1 and any 1 of the other acceptable MOV
Submitted 2 lessons as evidenced by MOV 1 and ed by any 1of the other given MOV
Submitted 1 lesson ed by any of the acceptable MOV
No acceptable evidence was shown
Actual Results
Rating Q
E
4
4
T
Ave
4
Score
0.3
MFOs
Basic Education Services
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
5. Exibited June 2018 7.50% Quality effective and to March constructive 2019 behavior management skills by applying positive and nonviolent discipline to ensure learning- focused environments.
Efficiency
Timeliness
Outstanding (5)
Exibited effective and constructive behavior management skills by applying positive and non-violent discipline to ensure learningfocused environments. as shown in MOV submitted with a rating of 8 Applied atleast 7 of the given strategies as observed in at least 4 lessons
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Exibited effective and constructive behavior management skills by applying positive and non-violent discipline to ensure learningfocused environments. as shown in MOV submitted with a rating of 7 Applied atleast 7 of the given strategies as observed in 3 lessons
Exibited effective and constructive behavior management skills by applying positive and non-violent discipline to ensure learningfocused environments. as shown in MOV submitted with a rating of 6 Applied atleast 7 of the given strategies as observed in 2 lessons
Exibited effective and constructive behavior management skills by applying positive and non-violent discipline to ensure learningfocused environments. as shown in MOV submitted with a rating of 5 Applied atleast 7 of the given strategies as observed in 1 lesson
Poor (1)
No acceptable evidence was shown
No acceptable evidence was shown
Actual Results
Rating Q
E
4
4
T
Ave
4
Score
0.3
MFOs
Basic Education Services
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
6. Worked with June 2018 7.50% Quality colleagues to to March share 2019 differentiated, developmentally appropriate learning Efficiency experiences to address learners’ gender, needs, strengths, interests and experiences.
Timeliness
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Worked with colleagues atleast in the district/cluster level to share lesson
Worked with colleagues atleast in the school level to share lesson
Worked with colleagues atleast in the department/gra de level to share lesson
Worked with No acceptable colleagues but evidence was no evidence of shown sharing with others
Submitted at least 1 lesson as evidently shown in MOV 1 and ed by any 1 of the other acceptable MOV
Submitted at least 1 lesson as evidently shown in MOV 1 and ed by any 1 of the other acceptable MOV
Submitted at least 1 lesson as evidently shown in MOV 1 and ed by any 1 of the other acceptable MOV
Submitted at No acceptable least 1 lesson evidence was as evidenced shown by either MOV 2 or 3 but no evidence of sharing with others
Actual Results
Rating Q
E
3
3
T
Ave
3
Score
0.225
MFOs
Basic Education Services
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
3. Curriculum 7. Develop and June 2018 7.50% Quality and Planning applied effective to March strategies in the 2019 planning and management of developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts. Efficiency
Timeliness
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Develop and applied effective strategies in the planning and management developmentall y sequenced teaching and learning process as shown in MOV 1 with a rating of 8
Develop and applied effective strategies in the planning and management developmentall y sequenced teaching and learning process as shown in MOV 1 with a rating of 7
Develop and applied effective strategies in the planning and management developmentall y sequenced teaching and learning process as shown in MOV 1 with a rating of 6
Develop and No acceptable applied evidence was effective shown strategies in the planning and management developmentall y sequenced teaching and learning process as shown in MOV 1 with a rating of 5
Submitted at least 4 lessons as evidence by MOV 1 and 2 and ed by any 1 of the acceptable MOV
Submitted 2-3 lessons as evidence by MOV 1 and 2 and ed by any 1 of the other acceptable MOV
Submitted 1 lesson as evidence by MOV 1 and 2 and ed by any 1 of the other acceptable MOV
Submitted 1 lesson as evidence by any 1 of the acceptable MOV
No acceptable evidence was shown
Actual Results
Rating Q
E
4
4
T
Ave
4
Score
0.3
MFOs
Basic Education Services
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
8. Review with June 2018 7.50% Quality colleagues, to March teacher and 2019 learner to plan, facilitate and enrich teaching practice.
Efficiency
Timeliness
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Consistently led collaborative reviews of teacher/learner as evidenced by the MOV submitted
Frequently led collaborative reviews of teacher/learner as evidenced by the MOV submitted
Occasionally led collaborative reviews of teacher/learner as evidenced by the MOV submitted
Rarely led No acceptable collaborative evidence was reviews of shown teacher/learner as evidenced by the MOV submitted
Submitted 4 collaborative reviews of teacher and learner as evidently shown in MOV 1 and ed by any 1 of the acceptable MOV
Submitted 3 collaborative reviews of teacher and learner as evidently shown in MOV 1 and ed by any 1 of the acceptable MOV
Submitted 2 collaborative reviews of teacher and learner as evidently shown in MOV 1 and ed by any 1 of the acceptable MOV
Submitted 1 collaborative review of teacher and learner as evidently shown in any of the acceptable MOV
No acceptable evidence was shown
Actual Results
Rating Q
E
3
3
T
Ave
3
Score
0.225
MFOs
Basic Education Services
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
9. Advised and June 2018 7.50% Quality guided colleagues to March in the selection, 2019 organization, development and use of appropriate teaching and learning resources, including ICT, to address specific learning goals.
Efficiency
Timeliness
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Consistently advised colleagues in the selection, organization, development and appropriate use of teaching and learning resources as shown in the MOV submitted
Frequently advised colleagues in the selection, organization, development and appropriate use of teaching and learning resources as shown in the MOV submitted
Occasionally advised colleagues in the selection, organization, development and appropriate use of teaching and learning resources as shown in the MOV submitted
Rarely advised No acceptable colleagues in evidence was the selection, shown organization, development and appropriate use of teaching and learning resources as shown in the MOV submitted
Submitted at least 4 teaching and learning resources as evidenced by at least 1 of the acceptable MOV
Submitted 3 teaching and learning resources as evidenced by at least 1 of the acceptable MOV
Submitted 2 teaching and learning resources as evidenced by at least 1 of the acceptable MOV
Submitted 1 teaching and learning resource as evidenced by any of the acceptable MOV
No acceptable evidence was shown
Actual Results
Rating Q
E
4
4
T
Ave
4
Score
0.3
MFOs
Basic Education Services
KRAs
4. Assessment and Reporting
Objectives
Timeline
10. Worked June 2018 collaboratively to March with colleagues to 2019 review the design, selection, organization and use of a range of effective diagnostic, formative and summative assessment strategies consistent with curriculum requirements.
Weight per KRA
7.50%
Performance Indicators QET
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Quality
Consistently reviewed collaboratively assessment tools with colleagues as shown in the MOV submitted
Frequently reviewed collaboratively assessment tools with colleagues as shown in the MOV submitted
Occasionally reviewed collaborativel y assessment tools with colleagues as shown in the MOV submitted
Rarely No acceptable reviewed evidence was collaboratively shown assessment tools with colleagues as shown in the MOV submitted
Efficiency
Submitted at least 4 assessment tools as evidently shown in any of the acceptable MOV
Submitted 3 assessment tools as evidently shown in any of the acceptable MOV
Submitted 2 assessment tools as evidently shown in any of the acceptable MOV
Submitted 1 assessment tool as evidently shown in any of the acceptable MOV
Actual Results
Rating Q
E
3
3
T
Ave
3
Score
0.225
No acceptable evidence was shown
Timeliness MFOs
Basic Education Services
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
11. Interpreted June 2018 7.50% Quality collaboratively to March monitoring and 2019 evaluation strategies of attainment data to learner progress and achievement.
Outstanding (5)
Consistently collaborated with colleagues in the interpretation of assessment data as shown in the MOV submitted
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Frequently collaborated with colleagues in the interpretation of assessment data as shown in the MOV submitted
Occasionally collaborated with colleagues in the interpretation of assessment data as shown in the MOV submitted
Poor (1)
Rarely No acceptable collaborated evidence was with colleagues shown in the interpretation of assessment data as shown in the MOV submitted
Actual Results
Rating Q
E
4
4
T
Ave
4
Score
0.3
attainment data to learner progress and achievement. Efficiency
Submitted at Submitted at least 2 different least 3 of the types of MOV same kind of MOV
Submitted at least 2 of the same kind of MO
Submitted any No acceptable 1 of the MOV evidence was shown
Timeliness
MFOs
Basic Education Services
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
12. Applied skills June 2018 7.50% Quality in the effective to March communication of 2019 learner needs, progress and achievement to key stakeholders, including parents/guardians .
Efficiency
Timeliness
Outstanding (5)
Consistently applied skills in the effective communication of learner needs and progress to parents/ guardians as shown in the MOV submitted
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Frequently applied skills in the effective communicatio n of learner needs and progress to parents/ guardians as shown in the MOV submitted
Occasionally applied skills in the effective communicatio n of learner needs and progress to parents/ guardians as shown in the MOV submitted
Poor (1)
Rarely applied No acceptable skills in the evidence was effective shown communicatio n of learner needs and progress to parents/ guardians as shown in the MOV submitted
Submitted 4 of Submitted any Submitted any Submitted any No acceptable the acceptable 3 MOV 2 MOV 1 MOV evidence was MOV shown
Actual Results
Rating Q
E
3
3
T
Ave
3
Score
0.225
MFOs
KRAs
Basic Education Services
5. Plus Factor
Objectives
Timeline
Weight per KRA
Performance Indicators QET
13. Performed June 2018 10.00% Quality various to March related 2019 works/activities that contribute to the teaching-learning process.
Efficiency
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Consistently performed special tasks and/or assignments as shown in the MOV submitted
Frequently performed special tasks and/or assignments as shown in the MOV submitted
Occasionally performed special tasks and/or assignments as shown in the MOV submitted
Rarely performed special tasks and/or assignments as shown in the MOV submitted
No acceptable evidence was shown
Submitted at least 4 different kinds of acceptable MOV
Submitted only 3 different kinds of acceptable MOV
Submitted only 2 different kinds of acceptable MOV
Submitted any No acceptable 1 of the evidence was acceptable shown MOV
Rating
Actual Results
Q
E
5
5
T
Ave
5
Score
0.5
Timeliness
3.8
RATING FOR OVERALL ACCOMPLISHMENTS ADJECTIVAL RATING
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
VERY SATISFACTORY
Rater
Ratee
Approving Authority
Republic of the Philippines Department of Education Region XII Division of Sultan Kudarat
Your School Here Poblacion I, Lebak, Sultan Kudarat
ANNOTATION TEMPLATE OBJECTIVES
Means of Verification
✘
1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about effective applications of content knowledge within and across curriculum teaching areas 2. Lesson plans/modified DLLs used in demonstration teaching highlighting integration of content knowledge within and across subject areas
1. Modeled effective application of content knowledge within and across curriculum teaching areas.
3. Instructional materials developed highlighting effective application of content knowledge within and across subject areas 4. Performance tasks/test material(s) used 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
Description of the MOV Presented
Annotati
6. Others (Please specify and provide 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, of reference, etc.) 2. Collaborated with colleagues in the conduct and application of research to enrich knowledge of content and pedagogy.
3. Certified completed collaborative research focused on enriching knowledge of content and pedagogy 4. Proof of dissemination of research findings with colleagues
5. Proof of utilization of research findings 6. Others (Please specify and provide annotations) 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form ing effective teaching strategies to promote critical and creative teaching, as well as other higher-order thinking skills
3. Developed and
3. Developed and applied effective teaching strategies to promote critical and creative thinking, as well as other higher- order thinking skills.
2. Lesson plans/modified DLLs used in demonstration teaching highlighting different teaching strategies that develop critical and creative thinking and/or other HOTS 3. Instructional materials highlighting different teaching strategies that develop critical and creative thinking, and/or other HOTS 4. Performance tasks/test material(s) used in demonstration teaching 5. Results of assessment used in the demonstration teaching 6. Others (Please specify and provide annotations) 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form 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 engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments.
2. Lesson plans/modified DLLs used in demonstration teaching highlighting effective classroom management strategies that engage learners in activities/tasks in different physical learning environments 3. Minutes of LAC highlighting the sharing on effective classroom management techniques
exploration, discovery and hands-on activities within a range of physical learning environments.
4. Instructional materials used in demonstration teaching 5. Others (Please specify and provide annotations) Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about effective teacher management of learner behavior using the following strategies: 1. Providing motivation
5. Exibited effective and constructive behavior management skills by applying positive and non-violent discipline to ensure learning- focused environments.
2. Praising the learners/Giving positive 3. Setting house rules/guidelines 4. Ensuring learners’ active 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)
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 differentiated, developmentally appropriate learning experiences to address learners’ gender, needs, strengths, interests and experiences.
2. Lesson plans/modified DLLs highlighting strategies on differentiated and developmentally-appropriate opportunities to address learners’ differences
✘
3. Corresponding instructional materials 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) 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form ing effective strategies in implementing developmentally sequenced teaching and learning process
7. Develop and applied effective strategies in the planning and management of developmentally sequenced teaching and learning processes to meet curriculum requirements and varied
2. Results of learners’ assessment during the actual teaching 3. Lesson plans/modified DLLs used in demonstration teaching highlighting developmentally sequenced teachinglearning process
management of developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts.
4. Instructional materials showing effective strategies in developmentally sequenced teaching and learning process 5. Performance tasks/test material(s) used in demonstration teaching 6. Others (Please specify and provide annotations) 1. Implemented LAC/FGD Plan
8. Review with colleagues, teacher and learner to plan, facilitate and enrich teaching practice.
2. Minutes of LAC/FGD sessions on use of teacher and learner to enrich teaching practice with proof of attendance 3. Others (Please specify and provide annotations)
9. Advised and guided colleagues in the selection, organization, development and use of appropriate teaching and learning resources, including ICT, to address specific learning goals.
1. Teaching and learning resources developed by colleagues and critiqued on their alignment to learning goals
✘
2. Lesson plans by colleagues critiqued in of the alignment of the teaching and learning resources to the indicated learning goals and appropriateness to the target learners 3. Others (Please specify and provide annotations)
1. Any proof of collaborative review if the test is designed based on its purpose (e.g. diagnostic, formative and summative)
10. Worked collaboratively with colleagues to review the design, selection, organization and use of a range of effective diagnostic, formative and summative assessment strategies consistent with curriculum requirements.
2. Any proof of collaborative review of the alignment of the test with the curriculum
2.1. formative test attached to a lesson plan 2.2. summative assessment with TOS 2.3. diagnostic test with its TOS 3. Others (Please specify and provide annotations) 1. Collaborative interpretation of the index of mastery obtained from 1 class
11. Interpreted collaboratively monitoring and evaluation strategies of attainment data to learner progress and achievement.
2. Collaborative interpretation of item analysis of quarterly examinations 3. Collaborative interpretation of results of performance assessment 4. Others (Please specify and provide annotations)
1. Sample agreement for learners at risk signed by parents and corresponding evidence of improvement 2. Record of dialogue and/or parentteacher conferences and corresponding evidence of improvement 3. Anecdotal record communicated to and signed by the learners and/or parents with corresponding evidence of improvement
12. Applied skills in the effective communication of learner needs, progress and achievement to key stakeholders, including parents/guardians.
4. Sample of learners' test results signed by parents and corresponding evidence of improvement 5. Sample of accomplished rubrics given for performance task and corresponding evidence of improvement 6. Attendance sheet/minutes of parentteacher 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 evidence of improvement 9. Learners’ performance record
10. Others (Please specify and provide 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 13. Performed various related works/activities that contribute to the teaching-learning process.
7. Certificate of Training 8. Certificate of Speakership 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 15. Others (Please specify and provide annotations)
Appendix M
Annotations
Republic of the Philippines Department of Education Region XII Division of Sultan Kudarat
Salaman Central Elementary School Poblacion I, Lebak, Sultan Kudarat
PART IV: DEVELOPMENT PLANS OF THE IPCRF (IPCRF-DP) Strengths A. Teaching Competencies (PPST)
Development Needs
Action Plan (Recommended Developmental Intervention)
B. Core Behavioral Competencies (DepEd)
: RATEE
RATER
ol
CRF-DP) Timeline
Resources Needed
APPROVING AUTHORITY
Republic of the Philippines Department of Education Region XII Division of Sultan Kudarat
Salaman Central Elementary School Poblacion I, Lebak, Sultan Kudarat
PERFORMANCE MONITORING AND COACHING FORM DATE
CRITICAL INCIDENCE DESCRIPTION
RATEE
OUTPUT
RATER
ry School
CHING FORM IMPACT ON JOB/ACTION PLAN
SIGNATURE (RATER/RATEE)
APPROVING AUTHORITY
PEDRO PELAEZ ELEMENTARY SCHOOL INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) Name of Employee:
CHARITO U. AMATOSA
Name of Rater:
CRISTINE P. ABIERA
Position:
TEACHER I
Position:
MASTER TEACHER I
Bureau/Center/Service/Division:
DEPED-MANILA
Date of Review:
APRIL 24, 2019
Rating Period:
APRIL 2018-MARCH 2019
TO BE FILLED OUT DURING PLANNING
MFOs
KRAs
Objectives
Timeline
Performance Indicators
Weight per KRA QET
Basic Education Services
1. Content 1. Applied Knowledge knowledge of and Pedagogy content within and across curriculum teaching areas.
June 2018 to March 2019
7.50%
TO BE FILLED OUT DURING EVALUATION
Quality
Efficiency
Timeliness
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Showed knowledge of content and its integration within and across subject areas as shown inMOV1witha rating of 7
Showed knowledge of content and its integration within and across subject areas as shown inMOV1witha rating of 6
Showed knowledge of content and its integration within and across subject areas as shown in MOV 1 with a rating of 5
Submitted at least 4 lessons using MOV 1 and ed by any 1 of the other given MOV
Submitted 3 lessons using MOV 1 and ed by any 1 of the other given MOV
Submitted 2 Submitted any 1 lessons using of the given MOV 1 and MOV ed by any 1 of the other given MOV
Poor (1)
Showed No acceptable knowledge of evidence was content and its shown integration within and across subject areas as shown in MOV 1 with a rating of 4
Rating
Actual Results
3
No acceptable evidence was shown 5
Score Q
E
3
5
T
Ave
4
0.300
MFOs
KRAs
Basic Education Services
Objectives
Timeline
2. Used a range of June 2018 teaching strategies to March that enhance 2019 learner achievement in literacy and numeracy skills.
Weight per KRA 7.50%
Performance Indicators QET Quality
Efficiency
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Showed knowledge of content and its integration within and across subject areas as shown inMOV1witha rating of 7
Showed knowledge of content and its integration within and across subject areas as shown inMOV1witha rating of 6
Showed knowledge of content and its integration within and across subject areas as shown in MOV 1 with a rating of 5
Showed No acceptable knowledge of evidence was content and its shown integration within and across subject areas as shown in MOV 1 with a rating of 4
Facilitated using different teaching strategies that promote reading, writing and/or numeracy skills as shown in MOV 1 with a rating of 7
Facilitated using different teaching strategies that promote reading, writing and/or numeracy skills as shown in MOV 1 with a rating of 6
Facilitated using different teaching strategies that promote reading, writing and/or numeracy skills as shown in MOV 1 with a rating of 5
Facilitated using No acceptable different teaching evidence was strategies that shown promote reading, writing and/or numeracy skills as shown in MOV 1 with a rating of 4
Actual Results
Rating Q
E
4
4
T
Ave
4
Score
0.300
4
4
Timeliness Performance Indicators MFOs
Basic Education Services
KRAs
Objectives
Timeline
3. Applied a range June 2018 of teaching to March strategies to 2019 develop critical and creative thinking, as well as other higherorder thinking skills.
Weight per KRA 7.50%
QET Quality
Efficiency
Rating
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Used different teaching strategies that develop critical and creative thinking and/or other HOTS as shown in MOV 1 with a rating of 7
Used different teaching strategies that develop critical and creative thinking and/or other HOTS as shown in MOV 1 with a rating of 6
Used different teaching strategies that develop critical and creative thinking and/or other HOTS as shown in MOV 1 with a rating of 5
Used different teaching strategies that develop critical and creative thinking and/or other HOTS as shown in MOV 1 with a rating of 4
Submitted at least 4 lessons as evidenced by MOV 1 and ed by any1ofthe other given MOV
Submitted 3 lessons as evidenced by MOV 1 and ed by any1 of the other given MOV
Submitted 2 lessons as evidenced by MOV 1 and ed by any 1of the other given MOV
Submitted 1 No acceptable lesson as evidence was evidenced by shown any 1of the given MOV
Actual Results
No acceptable evidence was shown
4
5
Q
E
4
5
T
Ave
4.5
Score
0.338
Timeliness
MFOs
Basic Education Services
KRAs
2. Learning Environment and Diversity of Learners
Objectives
Timeline
Weight per KRA
Performance Indicators QET
4. Managed June 2018 7.50% Quality classroom to March structure to 2019 engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical Efficiency learning environments.
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Used classroom management strategies that engage learners in activities/tasks as shown in MOV 1 with a rating of 7
Used classroom management strategies that engage learners in activities/tasks as shown in MOV1witha rating of 6
Used classroom management strategies that engage learners in activities/tasks as shown in MOV 1 with a rating of 5
Used No acceptable classroom evidence was management shown strategies that engage learners in activities/tasks as shown in MOV 1with a rating of 4
Submitted at least 4 lessons ed by MOV 1 and any 1 of the other acceptable MOV
Submitted 3 lessons ed by MOV 1 and any 1 of the other acceptable MOV
Submitted 2 lessons as evidenced by MOV 1 and ed by any 1of the other given MOV
Submitted 1 lesson ed by any of the acceptable MOV
Actual Results
Rating Q
E
3
4
T
Ave
3.5
Score
0.263
3
No acceptable evidence was shown 4
Timeliness
MFOs
Basic Education Services
KRAs
Objectives
5. Managed learner behavior constructively by applying positive and non-violent discipline to ensure learningfocused environments.
Timeline
Weight per KRA
Performance Indicators QET
June 2018 7.50% Quality to March 2019
Very Unsatisfactory Outstanding (5) Satisfactory (3) Satisfactory (4) (2)
Applied teacher management strategies of learner behavior that promote positive and non-violent discipline as shown in MOV submitted with a rating of 7
Used classroom management strategies that engage learners in activities/tasks as shown in MOV1witha rating of 6
Applied teacher management strategies of learner behavior that promote positive and non-violent discipline as shown in MOV submitted with a rating of 5
Poor (1)
Applied No acceptable teacher evidence was management shown strategies of learner behavior that promote positive and non-violent discipline as shown in MOV submitted with a rating of 4
Actual Results
4
Rating Q
E
4
4
T
Ave
4
Score
0.300
Efficiency
Submitted at least 4 of the given strategies as observed in at least 4 lessons
Submitted at least 4 of the given strategies as observed in 3 lessons
Submitted at least 4 of the given strategies as observed in 2 lessons
Submitted any No acceptable 1 evidence was of the given shown strategies as observed in only 1 lesson
4
Timeliness
MFOs
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
6. Used June 2018 7.50% Quality differentiated, to March developmentally 2019 appropriate learning experiences to address learners’ gender, needs, strengths, interests and experiences.
Basic Education Services
Efficiency
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Applied differentiated teaching strategies to address learner diversity as shown in MOV 1 with a rating of 7
Applied differentiated teaching strategies to address learner diversity as shown in MOV 1 with a rating of 6
Applied differentiated teaching strategies to address learner diversity as shown in MOV 1 with a rating of 5
Applied No acceptable differentiated evidence was teaching shown strategies to address learner diversity as shown in MOV 1 with a rating of 4
Submitted at least 4 differentiated teaching strategies in at least 2 lessons as evidenced by MOV 1 and ed by any 1 of the other acceptable MOV
Submitted 3 differentiated teaching strategies in at least 2 lessons as evidenced by MOV 1 and ed by any1ofthe other acceptable MOV
Submitted 2 differentiated teaching strategies in 2 lessons as evidenced by MOV 1 and ed by any1ofthe other acceptable MOV
Submitted any No acceptable 1 at least 4 evidence was lessons as shown observed in 3 lessons as observed in 2 lessons observed in only 1 lesson differentiated teaching strategy in only 1 lesson as evidently shown in any 1 of the acceptable MOV
Actual Results
Rating Q
E
3
3
T
Ave
3
Score
0.225
3
3
Timeliness
MFOs
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Actual Results
Rating Q
E
T
Ave
Score
Basic Education Services
3. Curriculum 7. Planned, June 2018 7.50% Quality and Planning managed and to March implemented 2019 developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts. Efficiency
Planned and implemented developmentall y sequenced teaching and learning process as shown in MOV 1 with a rating of 7
Planned and implemented developmentall y sequenced teaching and learning process as shown in MOV 1 with a rating of 6
Planned and implemented developmentall y sequenced teaching and learning process as shown in MOV 1 with a rating of 5
Planned and No acceptable implemented evidence was developmentall shown y sequenced teaching and learning process as shown in MOV 1 with a rating of 4
Submitted at least 4 developmentall y sequenced teaching and learning process as evidently shown in MOV 1 and ed by any 1 of the other given MOV
Submitted 3 developmentall y sequenced teaching and learning process as evidently shown in MOV 1 and ed by any 1 of the other given MOV
Submitted 2 developmentall y sequenced teaching and learning process as evidently shown in MOV 1 and ed by any 1 of the other given MOV
Submitted 1 No acceptable developmentall evidence was y sequenced shown teaching and learning process as evidently shown in any 1 of the given MOV
4
4
4
0.300
4
4
Timeliness
MFOs
Basic Education Services
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
8. Participated in June 2018 7.50% Quality collegial to March discussions that 2019 use teacher and learner to enrich teaching practice.
Very Unsatisfactory Outstanding (5) Satisfactory (3) Satisfactory (4) (2)
Consistently participated in LACs/FGDs/ meetings to discuss teacher/learner to enrich instruction as shown in the MOV submitted
Frequently participated in LACs/FGDs/ meetings to discuss teacher/learner to enrich instruction as shown in the MOV submitted
Occasionally participated in LACs/FGDs/ meetings to discuss teacher/learner to enrich instruction as shown in the MOV submitted
Poor (1)
Rarely No acceptable participated in evidence was LAC/FGD/ shown meeting to discuss teacher/learner to enrich instruction as shown in the MOV submitted
Actual Results
4
Rating Q
E
4
4
T
Ave
4
Score
0.300
Efficiency
Participated in at least 4 LACs/FGDs/ meetings as evidently shown in any 1 of the given MOV
Participated in 3 LACs/FGDs/ meetings as evidently shown in any 1 of the given MOV
Participated in 2 LACs/FGDs/ meetings as evidently shown in any 1 of the given MOV
Participated in No acceptable 1 LAC/FGD/ in evidence was any 1 of the shown given MOV
4
Timeliness
MFOs
KRAs
Basic Education Services
Objectives
Timeline
Weight per KRA
Performance Indicators QET
9. Selected, June 2018 7.50% Quality developed, to March organized and 2019 used appropriate teaching and learning resources, including ICT, to address learning goals.
Efficiency
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Developed and used varied teaching and learning resources, including ICT, to address learning goals as shown in MOV1witha rating of 7
Developed and used varied teaching and learning resources, including ICT, to address learning goals as shown in MOV1witha rating of 6
Developed and used varied teaching and learning resources, including ICT, to address learning goals as shown in MOV 1 with a rating of 5
Developed and No acceptable used varied evidence was teaching and shown learning resources, including ICT, to address learning goals as shown in MOV 1 with a rating of 4
Submitted at least 4 varied teaching and learning resources, including ICT, as evidently shown in MOV 1 and ed by any 1 of the acceptable MOV
Submitted 3 varied teaching and learning resources, including ICT, as evidently shown in MOV 1 and ed by any 1 of the acceptable MOV
Submitted 2 varied teaching and learning resources, including ICT, as evidently shown in MOV 1 and ed by any 1 of the acceptable MOV
Submitted any No acceptable teaching and evidence was learning shown resource, including ICT, as evidently shown in any of the acceptable MOV
Actual Results
Rating Q
E
4
4
T
Ave
4
Score
0.300
4
4
Timeliness
MFOs
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Actual Results
Rating Q
E
T
Ave
Score
Basic Education Services
4. Assessment and Reporting
10. Designed, selected, organized and used diagnostic, formative and summative assessment strategies consistent with curriculum requirements.
June 2018 to March 2019
7.50%
Quality
Efficiency
Designed, selected, organized and used diagnostic, formative and summative assessment strategies consistent with curriculum requirements as shown in MOV 1 with a rating of 7
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
Designed, selected, organized and used diagnostic, formative and summative assessment strategies consistent with curriculum requirements as shown in MOV 1 with a rating of 5
Designed, No acceptable selected, evidence was organized and shown used diagnostic, formative and summative assessment strategies consistent with curriculum requirements as shown in MOV 1 with a rating of
Submitted at least 4 varied assessment tools as evidently shown inany1ofthe acceptable MOV
Submitted 3 varied assessment tools as evidently shown in any of the acceptable MOV
Submitted 2 varied assessment tools as evidently shown in any1ofthe acceptable MOV
Submitted 1 assessment tool as evidently shown in any of the acceptable MOV
4
3
3.5
0.263
4
No acceptable evidence was shown 3
Timeliness
MFOs
Basic Education Services
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
11. Monitored and June 2018 7.50% Quality evaluated learner to March progress and 2019 achievement using learner attainment data.
Efficiency
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Consistently monitored and evaluated learner progress and achievement using learner attainment data as shown in the MOV submitted
Frequently monitored and evaluated learner progress and achievement using learner attainment data as shown in the MOV submitted
Occasionally monitored and evaluated learner progress and achievement using learner attainment data as shown in the MOV submitted
Submitted a combination of at least 4 of the acceptable MOV
Submitted a combination of 3 of the acceptable MOV
Submitted a Submitted 1 combination of acceptable 2 of the MOV acceptable MOV
Poor (1)
Rarely No acceptable monitored and evidence was evaluated shown learner progress and achievement using learner attainment data as shown in the MOV submitted No acceptable evidence was shown
Actual Results
4
4
Rating Q
E
T
Ave
4
4
4
4
Score
0.300
Timeliness
MFOs
KRAs
Objectives
Timeline
Weight per KRA
QET
Efficiency
Timeliness
MFOs
KRAs
Objectives
Timeline
Weight per KRA
Submitted MOV were distributed across 3 quarters
Submitted MOV were distributed across 2 quarters
Submitted any No acceptable 1 of the given evidence was MOV shown
Performance Indicators
12. June 2018 7.50% Quality Communicated to March promptly and 2019 clearly the learners’ needs, progress and achievement to key stakeholders, including parents/guardians .
Basic Education Services
Submitted MOV were distributed across 4 quarters
Very Unsatisfactory Outstanding (5) Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Consistently showed prompt and clear communication of the learners’ needs, progress and achievement to key stakeholders, including parents/ guardians as shown in the MOV submitted
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
Occasionally showed prompt and clear communication of the learners’ needs, progress and achievement to key stakeholders, including parents/ guardians as shown in the MOV submitted
Rarely showed No acceptable prompt and evidence was clear shown communication of the learners’ needs, progress and achievement to key stakeholders, including parents/ guardians as shown in the MOV submitted
Submitted a combination of at least 4 of the acceptable MOV
Submitted a combination of 3 of the acceptable MOV
Submitted a combination of 2 of the acceptable MOV
Submitted any No acceptable 1 evidence was of the given shown MOV
Submitted MOV were distributed across 4 quarters
Submitted MOV were distributed across 3 quarters
Submitted MOV were distributed across 2 quarters
Submitted any 1 of the given MOV
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Actual Results
Rating Q
E
T
Ave
4
4
4
4
T
Ave
Score
0.300
4
4
4
Performance Indicators QET
4
Poor (1)
Actual Results
Rating Q
E
Score
Basic Education Services
5. Plus Factor
13. Performed June 2018 10.00% Quality various related to March works/activities 2019 that contribute to the teachinglearning process.
Efficiency
Consistently performed various related work/activities that contribute to the teaching learning process as shown in the MOV submitted
Frequently performed various related work/activities that contribute to the teaching learning process as shown in the MOV submitted
Occasionally performed various related work/activities that contribute to the teaching learning process as shown in the MOV submitted
Rarely No acceptable performed evidence was various related shown work/activities that contribute to the teaching learning process as shown in the MOV submitted
Submitted at least 4 different kinds of acceptable MOV
Submitted 3 different kinds of acceptable MOV
Submitted 2 different kinds of acceptable MOV
Submitted any No acceptable 1 of the evidence was acceptable shown MOV
4
4
4
0.400
4
4
Timeliness
3.889
RATING FOR OVERALL ACCOMPLISHMENTS ADJECTIVAL RATING
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
CRISTINE P. ABIERA
CHARITO U. AMATOSA
MARIA BERNADETH A. PABLO
Rater
Ratee
Approving Authority
Very Satisfactory
Republic of the Philippines Department of Education Region XII Division of Sultan Kudarat
Your School Here Poblacion I, Lebak, Sultan Kudarat
ANNOTATION TEMPLATE OBJECTIVES
Means of Verification 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about knowledge of content within and across curriculum teaching areas
1. Applied 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 3. Instructional materials highlighting 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)
Description of the MOV Presented
Annotatio
1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about teaching strategies that enhance learner achievement in literacy and numeracy skills
2. Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.
2. Lesson plans/modified DLLs used in teaching highlighting learner-centered strategies that promote literacy and/or 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 6. Others (Please specify and provide annotations) 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills
3. Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher- order thinking skills.
2. Lesson plans/modified DLLs used in teaching highlighting different teaching strategies that develop critical and creative thinking and/or other HOTS 3. Instructional materials highlighting different teaching strategies that develop critical and creative thinking and/or other HOTS
higher- order thinking skills.
4. Performance tasks/test material(s) used in demonstration teaching 5. Results of assessment used in teaching 6. Others (Please specify and provide annotations)
4. Managed classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments.
1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about managing classroom structure that engages learners in various activities 2. Lesson plans/modified DLLs highlighting various classroom management strategies that engage learners in activities/tasks in different physical learning environments 3. Others (Please specify and provide annotations) Classroom observation tool (COT) rating sheet and/or inter-observer agreement 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 nonviolent discipline to ensure learning- focused environments.
2. Praising the learners/Giving positive 3. Setting house rules/guidelines 4. Ensuring learners’ active participation 5. Allowing learners to express their ideas/opinions
learning- focused environments.
6. Giving equal opportunities to learners 7. Encouraging learners to ask questions 8. Others (Please specify and provide annotations) 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form ing differentiated, developmentally appropriate learning experiences
6. Used differentiated, developmentally appropriate learning experiences to address learners’ gender, needs, strengths, interests and experiences.
2. Lesson plans/modified DLLs developed highlighting differentiation in content, product, process, learning environment or others according to learners’ gender, 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 anno
7. Planned, managed and implemented developmentally sequenced teaching and learning processes to meet curriculum requirements
1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form ing developmentally sequenced teaching and learning process
7. Planned, managed and implemented developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts.
2. Lesson plans/modified DLLs highlighting developmentally sequenced instruction that meet curriculum goals and varied teaching contexts 3. Instructional materials used to implement developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts. 4. Others (Please specify and provide annotations)
8. Participated in collegial discussions that use teacher and learner to enrich teaching practice.
1. Personal notes of teachers on LACs/FGDs/meetings with proof of attendance 2. Minutes of LAC/FGD sessions on use of teacher and learner to enrich teaching practice with proof of attendance 3. Others (Please specify and provide annotations) 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form ing appropriate teaching and learning resources, including ICT Examples: Activity sheets/task sheets/work sheets
9. Selected, developed, organized and used appropriate teaching and learning resources, including ICT, to address learning goals.
PowerPoint presentations Video clips Module SIMs-Strategic Intervention Materials
learning resources, including ICT, to address learning goals. Others 2. Lesson plans/modified DLLs with appropriate instructional materials appended 3. Others (Please specify and provide annotations) 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form ing diagnostic, formative and summative assessment strategies 2. Prepared lesson plans/modified DLLs highlighting appropriate use of formative assessment strategies
10. Designed, selected, organized and used diagnostic, formative and summative assessment strategies consistent with curriculum requirements.
3. Developed diagnostic tests: (a) with TOS reviewed by superior; (b) with sample accomplished questionnaire/answer sheets 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; (b) with sample accomplished rubrics 6. Others (Please specify and provide annotations)
1. Compilation of a learner’s written work with summary of results and with signature of parents 11. Monitored and evaluated learner progress and achievement using learner attainment data.
2. Formative/summative assessment tools with TOS and frequency of errors with identified least mastered skills 3. Class records/grading sheets 4. Lesson plans/modified DLLs showing index of mastery 5. Others (Please specify and provide 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
12. Communicated promptly and clearly the learners’ needs, progress and achievement to key stakeholders, including parents/guardians.
2. Minutes of PTA meetings or ParentTeacher conferences in all quarters with proof of parents’/guardians’ attendance 3. Report cards with parent’s or guardian’s signature in all quarters ed by minutes of meeting 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 related works/activities that contribute to the teachinglearning process.
5. Advisorship of Co-curricular activities 6. Book or Journal Authorship/ 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 an
Appendix M
Annotations
Republic of the Philippines Department of Education Region IV-A Division of QUEZON
Your School Here Your District Here
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
MFOs
KRAs
Objectives
Timeline
Performance Indicators
Weight per KRA QET
Basic Education Services
1. Content 1. Modeled effective June 2018 Knowledge application of to March and Pedagogy content knowledge 2019 within and across curriculum teaching areas.
7.50%
TO BE FILLED OUT DURING EVALUATION
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Quality
Modeled effective application of content knowledge within and across curriculum teaching areas as shown in MOV1 with a rating of 8
Modeled effective application of content knowledge within and across curriculum teaching areas as shown in MOV1 with a rating of 7
Modeled effective application of content knowledge within and across curriculum teaching areas as shown in MOV1 with a rating of 6
Modeled No acceptable effective evidence was application of shown content knowledge within and across curriculum teaching areas as shown in MOV1 with a rating of 5
Efficiency
Submitted at least 4 lessons as evidenced by MOV 1 and ed by any 1 of the other given MOV
Submitted 3 lessons as evidenced by MOV 1 from colleagues and ed by any 1 of the other given MOV
Submitted 2 lessons as evidenced by MOV 1 from colleagues and ed by any 1 of the other given MOV
Submitted 1 lessons as evidenced by MOV 1 from colleagues and ed by any 1 of the other given MOV
Timeliness
No acceptable evidence was shown
Rating
Actual Results
Score Q
E
4
4
T
Ave
4
0.3
MFOs
KRAs
Basic Education Services
Objectives
Timeline
2. Collaborated with June 2018 colleagues in the to March conduct and 2019 application of research to enrich knowledge of content and pedagogy.
Weight per KRA 7.50%
Performance Indicators QET
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Quality
Conducted, completed and disseminated action research with colleagues.
Conducted and Conducted Proposed-action No acceptable completed action action research research with evidence was research with with colleagues. colleagues shown colleagues.
Efficiency
Submitted at least 4 of the given MOV
Submitted any 3 Submitted any 2 Submitted any 1 No acceptable of the acceptable MOV MOV evidence was MOV shown
Timeliness
Presented the research report within the rating period
Completed the research report within the rating period
Conducted the research report within the rating period
Proposed the research report within the rating period
Actual Results
Rating Q
E
T
Ave
4
4
4
4
Basic Education Services
KRAs
Objectives
Timeline
3. Developed and applied effective teaching strategies to promote critical and creative thinking, as well as other higher- order thinking skills.
June 2018 to March 2019
Weight per KRA 7.50%
QET
Outstanding (5)
T
Ave
Rating
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Quality
Demonstrated effective teaching strategies to promote critical and creative thinking as well as other HOTS as shown in MOV 1 with a rating of 8
Demonstrated effective teaching strategies to promote critical and creative thinking as well as other HOTS as shown in MOV 1 with a rating of 7
Demonstrated effective teaching strategies to promote critical and creative thinking as well as other HOTS as shown in MOV 1 with a rating of 6
Demonstrated effective teaching strategies to promote critical and creative thinking as well as other HOTS as shown in MOV 1 with a rating of 5
Efficiency
Submitted 4 or more lessons as evidenced by MOV 1 and ed by any 1 of the other given MOV
Submitted 3 lessons as evidenced by MOV 1 and ed by any 1 of the other given MOV
Submitted 2 lessons as evidenced by MOV 1 and ed by any 1 of the other given MOV
Submitted 1 or No acceptable more lessons as evidence was evidenced by shown MOV 1 and ed by any 1 of the other given MOV
Timeliness
0.3
No acceptable evidence was shown
Performance Indicators MFOs
Score
No acceptable evidence was shown
Actual Results
Q
E
4
4
4
Score
0.3
MFOs
Basic Education Services
KRAs
2. Learning Environment and Diversity of Learners
Objectives
Timeline
Weight per KRA
Performance Indicators QET
4. Work with June 2018 7.50% Quality colleagues to to March model and share 2019 effective techniques in the management of the classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning Efficiency environments.
Timeliness
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Modeled and shared effective classroom management strategies that engage learners in activities/tasks done in different physical learning environments as shown in MOV 1 with a rating of 8
Modeled and shared effective classroom management strategies that engage learners in activities/tasks done in different physical learning environments as shown in MOV 1 with a rating of 7
Modeled and shared effective classroom management strategies that engage learners in activities/tasks done in different physical learning environments as shown in MOV 1 with a rating of 6
Modeled and No acceptable shared evidence was effective shown classroom management strategies that engage learners in activities/tasks done in different physical learning environments as shown in MOV 1 with a rating of 5
Submitted at least 4 lessons ed by MOV 1 and any 1 of the other acceptable MOV
Submitted 3 lessons ed by MOV 1 and any 1 of the other acceptable MOV
Submitted 2 lessons as evidenced by MOV 1 and ed by any 1of the other given MOV
Submitted 1 lesson ed by any of the acceptable MOV
No acceptable evidence was shown
Actual Results
Rating Q
E
4
4
T
Ave
4
Score
0.3
MFOs
Basic Education Services
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
5. Exibited June 2018 7.50% Quality effective and to March constructive 2019 behavior management skills by applying positive and nonviolent discipline to ensure learning- focused environments.
Efficiency
Timeliness
Outstanding (5)
Exibited effective and constructive behavior management skills by applying positive and non-violent discipline to ensure learningfocused environments. as shown in MOV submitted with a rating of 8 Applied atleast 7 of the given strategies as observed in at least 4 lessons
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Exibited effective and constructive behavior management skills by applying positive and non-violent discipline to ensure learningfocused environments. as shown in MOV submitted with a rating of 7 Applied atleast 7 of the given strategies as observed in 3 lessons
Exibited effective and constructive behavior management skills by applying positive and non-violent discipline to ensure learningfocused environments. as shown in MOV submitted with a rating of 6 Applied atleast 7 of the given strategies as observed in 2 lessons
Exibited effective and constructive behavior management skills by applying positive and non-violent discipline to ensure learningfocused environments. as shown in MOV submitted with a rating of 5 Applied atleast 7 of the given strategies as observed in 1 lesson
Poor (1)
No acceptable evidence was shown
No acceptable evidence was shown
Actual Results
Rating Q
E
4
4
T
Ave
4
Score
0.3
MFOs
Basic Education Services
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
6. Worked with June 2018 7.50% Quality colleagues to to March share 2019 differentiated, developmentally appropriate learning Efficiency experiences to address learners’ gender, needs, strengths, interests and experiences.
Timeliness
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Worked with colleagues atleast in the district/cluster level to share lesson
Worked with colleagues atleast in the school level to share lesson
Worked with colleagues atleast in the department/gra de level to share lesson
Worked with No acceptable colleagues but evidence was no evidence of shown sharing with others
Submitted at least 1 lesson as evidently shown in MOV 1 and ed by any 1 of the other acceptable MOV
Submitted at least 1 lesson as evidently shown in MOV 1 and ed by any 1 of the other acceptable MOV
Submitted at least 1 lesson as evidently shown in MOV 1 and ed by any 1 of the other acceptable MOV
Submitted at No acceptable least 1 lesson evidence was as evidenced shown by either MOV 2 or 3 but no evidence of sharing with others
Actual Results
Rating Q
E
3
3
T
Ave
3
Score
0.225
MFOs
Basic Education Services
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
3. Curriculum 7. Develop and June 2018 7.50% Quality and Planning applied effective to March strategies in the 2019 planning and management of developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts. Efficiency
Timeliness
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Develop and applied effective strategies in the planning and management developmentall y sequenced teaching and learning process as shown in MOV 1 with a rating of 8
Develop and applied effective strategies in the planning and management developmentall y sequenced teaching and learning process as shown in MOV 1 with a rating of 7
Develop and applied effective strategies in the planning and management developmentall y sequenced teaching and learning process as shown in MOV 1 with a rating of 6
Develop and No acceptable applied evidence was effective shown strategies in the planning and management developmentall y sequenced teaching and learning process as shown in MOV 1 with a rating of 5
Submitted at least 4 lessons as evidence by MOV 1 and 2 and ed by any 1 of the acceptable MOV
Submitted 2-3 lessons as evidence by MOV 1 and 2 and ed by any 1 of the other acceptable MOV
Submitted 1 lesson as evidence by MOV 1 and 2 and ed by any 1 of the other acceptable MOV
Submitted 1 lesson as evidence by any 1 of the acceptable MOV
No acceptable evidence was shown
Actual Results
Rating Q
E
4
4
T
Ave
4
Score
0.3
MFOs
Basic Education Services
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
8. Review with June 2018 7.50% Quality colleagues, to March teacher and 2019 learner to plan, facilitate and enrich teaching practice.
Efficiency
Timeliness
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Consistently led collaborative reviews of teacher/learner as evidenced by the MOV submitted
Frequently led collaborative reviews of teacher/learner as evidenced by the MOV submitted
Occasionally led collaborative reviews of teacher/learner as evidenced by the MOV submitted
Rarely led No acceptable collaborative evidence was reviews of shown teacher/learner as evidenced by the MOV submitted
Submitted 4 collaborative reviews of teacher and learner as evidently shown in MOV 1 and ed by any 1 of the acceptable MOV
Submitted 3 collaborative reviews of teacher and learner as evidently shown in MOV 1 and ed by any 1 of the acceptable MOV
Submitted 2 collaborative reviews of teacher and learner as evidently shown in MOV 1 and ed by any 1 of the acceptable MOV
Submitted 1 collaborative review of teacher and learner as evidently shown in any of the acceptable MOV
No acceptable evidence was shown
Actual Results
Rating Q
E
3
3
T
Ave
3
Score
0.225
MFOs
Basic Education Services
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
9. Advised and June 2018 7.50% Quality guided colleagues to March in the selection, 2019 organization, development and use of appropriate teaching and learning resources, including ICT, to address specific learning goals.
Efficiency
Timeliness
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Consistently advised colleagues in the selection, organization, development and appropriate use of teaching and learning resources as shown in the MOV submitted
Frequently advised colleagues in the selection, organization, development and appropriate use of teaching and learning resources as shown in the MOV submitted
Occasionally advised colleagues in the selection, organization, development and appropriate use of teaching and learning resources as shown in the MOV submitted
Rarely advised No acceptable colleagues in evidence was the selection, shown organization, development and appropriate use of teaching and learning resources as shown in the MOV submitted
Submitted at least 4 teaching and learning resources as evidenced by at least 1 of the acceptable MOV
Submitted 3 teaching and learning resources as evidenced by at least 1 of the acceptable MOV
Submitted 2 teaching and learning resources as evidenced by at least 1 of the acceptable MOV
Submitted 1 teaching and learning resource as evidenced by any of the acceptable MOV
No acceptable evidence was shown
Actual Results
Rating Q
E
4
4
T
Ave
4
Score
0.3
MFOs
Basic Education Services
KRAs
4. Assessment and Reporting
Objectives
Timeline
10. Worked June 2018 collaboratively to March with colleagues to 2019 review the design, selection, organization and use of a range of effective diagnostic, formative and summative assessment strategies consistent with curriculum requirements.
Weight per KRA
7.50%
Performance Indicators QET
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Quality
Consistently reviewed collaboratively assessment tools with colleagues as shown in the MOV submitted
Frequently reviewed collaboratively assessment tools with colleagues as shown in the MOV submitted
Occasionally reviewed collaborativel y assessment tools with colleagues as shown in the MOV submitted
Rarely No acceptable reviewed evidence was collaboratively shown assessment tools with colleagues as shown in the MOV submitted
Efficiency
Submitted at least 4 assessment tools as evidently shown in any of the acceptable MOV
Submitted 3 assessment tools as evidently shown in any of the acceptable MOV
Submitted 2 assessment tools as evidently shown in any of the acceptable MOV
Submitted 1 assessment tool as evidently shown in any of the acceptable MOV
Actual Results
Rating Q
E
3
3
T
Ave
3
Score
0.225
No acceptable evidence was shown
Timeliness MFOs
Basic Education Services
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
11. Interpreted June 2018 7.50% Quality collaboratively to March monitoring and 2019 evaluation strategies of attainment data to learner progress and achievement.
Outstanding (5)
Consistently collaborated with colleagues in the interpretation of assessment data as shown in the MOV submitted
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Frequently collaborated with colleagues in the interpretation of assessment data as shown in the MOV submitted
Occasionally collaborated with colleagues in the interpretation of assessment data as shown in the MOV submitted
Poor (1)
Rarely No acceptable collaborated evidence was with colleagues shown in the interpretation of assessment data as shown in the MOV submitted
Actual Results
Rating Q
E
4
4
T
Ave
4
Score
0.3
attainment data to learner progress and achievement. Efficiency
Submitted at Submitted at least 2 different least 3 of the types of MOV same kind of MOV
Submitted at least 2 of the same kind of MO
Submitted any No acceptable 1 of the MOV evidence was shown
Timeliness
MFOs
Basic Education Services
KRAs
Objectives
Timeline
Weight per KRA
Performance Indicators QET
12. Applied skills June 2018 7.50% Quality in the effective to March communication of 2019 learner needs, progress and achievement to key stakeholders, including parents/guardians .
Efficiency
Timeliness
Outstanding (5)
Consistently applied skills in the effective communication of learner needs and progress to parents/ guardians as shown in the MOV submitted
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Frequently applied skills in the effective communicatio n of learner needs and progress to parents/ guardians as shown in the MOV submitted
Occasionally applied skills in the effective communicatio n of learner needs and progress to parents/ guardians as shown in the MOV submitted
Poor (1)
Rarely applied No acceptable skills in the evidence was effective shown communicatio n of learner needs and progress to parents/ guardians as shown in the MOV submitted
Submitted 4 of Submitted any Submitted any Submitted any No acceptable the acceptable 3 MOV 2 MOV 1 MOV evidence was MOV shown
Actual Results
Rating Q
E
3
3
T
Ave
3
Score
0.225
MFOs
KRAs
Basic Education Services
5. Plus Factor
Objectives
Timeline
Weight per KRA
Performance Indicators QET
13. Performed June 2018 10.00% Quality various to March related 2019 works/activities that contribute to the teaching-learning process.
Efficiency
Outstanding (5)
Very Unsatisfactory Satisfactory (3) Satisfactory (4) (2)
Poor (1)
Consistently performed special tasks and/or assignments as shown in the MOV submitted
Frequently performed special tasks and/or assignments as shown in the MOV submitted
Occasionally performed special tasks and/or assignments as shown in the MOV submitted
Rarely performed special tasks and/or assignments as shown in the MOV submitted
No acceptable evidence was shown
Submitted at least 4 different kinds of acceptable MOV
Submitted only 3 different kinds of acceptable MOV
Submitted only 2 different kinds of acceptable MOV
Submitted any No acceptable 1 of the evidence was acceptable shown MOV
Rating
Actual Results
Q
E
5
5
T
Ave
5
Score
0.5
Timeliness
3.8
RATING FOR OVERALL ACCOMPLISHMENTS ADJECTIVAL RATING
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
VERY SATISFACTORY
Rater
Ratee
Approving Authority
Republic of the Philippines Department of Education Region XII Division of Sultan Kudarat
Your School Here Poblacion I, Lebak, Sultan Kudarat
ANNOTATION TEMPLATE OBJECTIVES
Means of Verification
✘
1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about effective applications of content knowledge within and across curriculum teaching areas 2. Lesson plans/modified DLLs used in demonstration teaching highlighting integration of content knowledge within and across subject areas
1. Modeled effective application of content knowledge within and across curriculum teaching areas.
3. Instructional materials developed highlighting effective application of content knowledge within and across subject areas 4. Performance tasks/test material(s) used 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
Description of the MOV Presented
Annotati
6. Others (Please specify and provide 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, of reference, etc.) 2. Collaborated with colleagues in the conduct and application of research to enrich knowledge of content and pedagogy.
3. Certified completed collaborative research focused on enriching knowledge of content and pedagogy 4. Proof of dissemination of research findings with colleagues
5. Proof of utilization of research findings 6. Others (Please specify and provide annotations) 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form ing effective teaching strategies to promote critical and creative teaching, as well as other higher-order thinking skills
3. Developed and
3. Developed and applied effective teaching strategies to promote critical and creative thinking, as well as other higher- order thinking skills.
2. Lesson plans/modified DLLs used in demonstration teaching highlighting different teaching strategies that develop critical and creative thinking and/or other HOTS 3. Instructional materials highlighting different teaching strategies that develop critical and creative thinking, and/or other HOTS 4. Performance tasks/test material(s) used in demonstration teaching 5. Results of assessment used in the demonstration teaching 6. Others (Please specify and provide annotations) 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form 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 engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments.
2. Lesson plans/modified DLLs used in demonstration teaching highlighting effective classroom management strategies that engage learners in activities/tasks in different physical learning environments 3. Minutes of LAC highlighting the sharing on effective classroom management techniques
exploration, discovery and hands-on activities within a range of physical learning environments.
4. Instructional materials used in demonstration teaching 5. Others (Please specify and provide annotations) Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about effective teacher management of learner behavior using the following strategies: 1. Providing motivation
5. Exibited effective and constructive behavior management skills by applying positive and non-violent discipline to ensure learning- focused environments.
2. Praising the learners/Giving positive 3. Setting house rules/guidelines 4. Ensuring learners’ active 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)
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 differentiated, developmentally appropriate learning experiences to address learners’ gender, needs, strengths, interests and experiences.
2. Lesson plans/modified DLLs highlighting strategies on differentiated and developmentally-appropriate opportunities to address learners’ differences
✘
3. Corresponding instructional materials 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) 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form ing effective strategies in implementing developmentally sequenced teaching and learning process
7. Develop and applied effective strategies in the planning and management of developmentally sequenced teaching and learning processes to meet curriculum requirements and varied
2. Results of learners’ assessment during the actual teaching 3. Lesson plans/modified DLLs used in demonstration teaching highlighting developmentally sequenced teachinglearning process
management of developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts.
4. Instructional materials showing effective strategies in developmentally sequenced teaching and learning process 5. Performance tasks/test material(s) used in demonstration teaching 6. Others (Please specify and provide annotations) 1. Implemented LAC/FGD Plan
8. Review with colleagues, teacher and learner to plan, facilitate and enrich teaching practice.
2. Minutes of LAC/FGD sessions on use of teacher and learner to enrich teaching practice with proof of attendance 3. Others (Please specify and provide annotations)
9. Advised and guided colleagues in the selection, organization, development and use of appropriate teaching and learning resources, including ICT, to address specific learning goals.
1. Teaching and learning resources developed by colleagues and critiqued on their alignment to learning goals
✘
2. Lesson plans by colleagues critiqued in of the alignment of the teaching and learning resources to the indicated learning goals and appropriateness to the target learners 3. Others (Please specify and provide annotations)
1. Any proof of collaborative review if the test is designed based on its purpose (e.g. diagnostic, formative and summative)
10. Worked collaboratively with colleagues to review the design, selection, organization and use of a range of effective diagnostic, formative and summative assessment strategies consistent with curriculum requirements.
2. Any proof of collaborative review of the alignment of the test with the curriculum
2.1. formative test attached to a lesson plan 2.2. summative assessment with TOS 2.3. diagnostic test with its TOS 3. Others (Please specify and provide annotations) 1. Collaborative interpretation of the index of mastery obtained from 1 class
11. Interpreted collaboratively monitoring and evaluation strategies of attainment data to learner progress and achievement.
2. Collaborative interpretation of item analysis of quarterly examinations 3. Collaborative interpretation of results of performance assessment 4. Others (Please specify and provide annotations)
1. Sample agreement for learners at risk signed by parents and corresponding evidence of improvement 2. Record of dialogue and/or parentteacher conferences and corresponding evidence of improvement 3. Anecdotal record communicated to and signed by the learners and/or parents with corresponding evidence of improvement
12. Applied skills in the effective communication of learner needs, progress and achievement to key stakeholders, including parents/guardians.
4. Sample of learners' test results signed by parents and corresponding evidence of improvement 5. Sample of accomplished rubrics given for performance task and corresponding evidence of improvement 6. Attendance sheet/minutes of parentteacher 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 evidence of improvement 9. Learners’ performance record
10. Others (Please specify and provide 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 13. Performed various related works/activities that contribute to the teaching-learning process.
7. Certificate of Training 8. Certificate of Speakership 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 15. Others (Please specify and provide annotations)
Appendix M
Annotations
Republic of the Philippines Department of Education Region XII Division of Sultan Kudarat
Salaman Central Elementary School Poblacion I, Lebak, Sultan Kudarat
PART IV: DEVELOPMENT PLANS OF THE IPCRF (IPCRF-DP) Strengths A. Teaching Competencies (PPST)
Development Needs
Action Plan (Recommended Developmental Intervention)
B. Core Behavioral Competencies (DepEd)
: RATEE
RATER
ol
CRF-DP) Timeline
Resources Needed
APPROVING AUTHORITY
Republic of the Philippines Department of Education Region XII Division of Sultan Kudarat
Salaman Central Elementary School Poblacion I, Lebak, Sultan Kudarat
PERFORMANCE MONITORING AND COACHING FORM DATE
CRITICAL INCIDENCE DESCRIPTION
RATEE
OUTPUT
RATER
ry School
CHING FORM IMPACT ON JOB/ACTION PLAN
SIGNATURE (RATER/RATEE)
APPROVING AUTHORITY
Related Documents 3h463d
Ss Ipcrf 5gd1f
October 2022 0
Ipcrf Teachers 3di2i
December 2019 77
Ss 2g1i4w
January 2023 0
Ss 2g1i4w
August 2021 0
Ss 2g1i4w
April 2020 45
Ss 2g1i4w
November 2019 63More Documents from "Jason Ramos" 30i2w
Ss Ipcrf 5gd1f
October 2022 0
Experiments In General Chemistry Pdf 5a2c73
October 2019 139
Evermotion Archmodels 101 Pdf 5jx2l
February 2021 0
Bobiverse 5j4x1v
July 2021 0
The Good Research Guide 4th Edition Pdf 4a3h5e
January 2022 0