Ss IPCRF

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 TO BE FILLED OUT DURING EVALUATION
Performance Indicators Rating

Weight Actual
MFOs KRAs Objectives Timeline Score
per KRA Results
Very Unsatisfactory Poor
QET Outstanding (5) Satisfactory (3) Q E T Ave
Satisfactory (4) (2) (1)
Basic 1. Content 1. Applied June 2018 7.50% Quality Showed Showed Showed Showed No acceptable
Education Knowledge knowledge of to March knowledge of knowledge of knowledge of knowledge of evidence was
3 5 4 0.300
Services and Pedagogy content within and 2019 content and its content and its content and its content and its shown
across curriculum integration within integration within integration within integration within
teaching areas. and across and across and across and
subject areas as subject areas as subject areas as across subject 3
shown shown shown in MOV 1 areas as shown
inMOV1witha inMOV1witha with a rating of 5 in MOV 1 with a
rating of 7 rating of 6 rating of 4
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No

least 4 lessons lessons using lessons using of the given acceptable
using MOV 1 MOV 1 and MOV 1 and MOV evidence was
and supported supported by any supported by any shown
by any 1 of the 1 of the other 1 of the other
other given MOV given MOV given MOV 5
Timeliness
Weight Actual
MFOs KRAs Objectives Timeline Very Unsatisfactory Poor Score
per KRA QET Outstanding (5) Satisfactory (3) Results Q E T Ave
Basic 2. Used a range of June 2018 7.50% Quality Showed Showed Showed Showed No acceptable
Education teaching strategies to March knowledge of knowledge of knowledge of knowledge of evidence was
4 4 4 0.300
Services that enhance 2019 content and its content and its content and its content and its shown
learner achievement integration within integration within integration within integration within
in literacy and and across and across and across and
numeracy skills. subject areas as subject areas as subject areas as across subject 4
shown shown shown in MOV 1 areas as shown
inMOV1witha inMOV1witha with a rating of 5 in MOV 1 with a
rating of 7 rating of 6 rating of 4
Efficiency Facilitated using Facilitated using Facilitated using Facilitated using No acceptable
different teaching different teaching different teaching different teaching evidence was
strategies that strategies that strategies that strategies that shown
promote reading, promote reading, promote reading, promote
writing and/or writing and/or writing and/or reading, writing
numeracy skills numeracy skills numeracy skills and/or numeracy
4
as shown in as shown in as shown in skills as shown
MOV 1 with a MOV 1 with a MOV 1 with a in MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4
Timeliness

Weight Actual
Basic 3. Applied a range June 2018 7.50% Quality Used different Used different Used different Used different No acceptable
Education of teaching to March teaching teaching teaching teaching evidence was
4 5 4.5 0.338
Services strategies to 2019 strategies that strategies that strategies that strategies that shown
develop critical and develop critical develop critical develop critical develop critical
creative thinking, as and creative and creative and creative and creative
well as other higher- thinking and/or thinking and/or thinking and/or thinking and/or
order thinking skills. other HOTS as other HOTS as other HOTS as other HOTS as 4
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV
with a rating of 7 with a rating of 6 with a rating of 5 1 with a rating
of 4
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable

least 4 lessons lessons as lessons as lesson as evidence was
as evidenced by evidenced by evidenced by evidenced by shown
MOV 1 and MOV 1 and MOV 1 and any 1of the given
supported by supported by supported by any MOV 5
any1ofthe other any1 of the other 1of the other
given MOV given MOV given MOV
Timeliness

Weight Actual
Basic 2. Learning 4. Managed June 2018 7.50% Quality Used Used Used Used No acceptable 3 4 3.5 0.263
Education Environment classroom to March classroom classroom classroom classroom evidence was
Services and Diversity structure to 2019 management management management management shown
of Learners engage learners, strategies that strategies that strategies that strategies that
individually or in engage engage engage engage
groups, in learners in learners in learners in learners in 3
meaningful activities/tasks activities/tasks activities/tasks activities/tasks
exploration, as shown in as shown in as shown in as shown in
discovery and MOV 1 with a MOV1witha MOV 1 with a MOV 1with a
hands-on rating of 7 rating of 6 rating of 5 rating of 4
activities within a
range of physical Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable
learning least 4 lessons lessons lessons as lesson evidence was
environments. supported by supported by evidenced by supported by shown
MOV 1 and MOV 1 and MOV 1 and any of the
any 1 of the any 1 of the supported by acceptable 4
other other any 1of the MOV
acceptable acceptable other given
MOV MOV MOV
Timeliness

Weight Actual
Basic 5. Managed June 2018 7.50% Quality Applied Used Applied Applied No acceptable 4 4 4 0.300
Education learner behavior to March teacher classroom teacher teacher evidence was
Services constructively by 2019 management management management management shown
applying positive strategies of strategies that strategies of strategies of
and non-violent learner engage learner learner
discipline to behavior that learners in behavior that behavior that
ensure learning- promote activities/tasks promote promote 4
focused positive and as shown in positive and positive and
environments. non-violent MOV1witha non-violent non-violent
discipline as rating of 6 discipline as discipline as
shown in MOV shown in MOV shown in MOV
submitted with submitted with submitted with
a rating of 7 a rating of 5 a
rating of 4
Efficiency Submitted at Submitted at Submitted at Submitted any No acceptable
least 4 of the least 4 of the least 4 of the 1 evidence was
given given given of the given shown
strategies as strategies as strategies as strategies as 4
observed in at observed in 3 observed in 2 observed in
least 4 lessons lessons lessons only 1 lesson
Timeliness

Weight Actual
Basic 6. Used June 2018 7.50% Quality Applied Applied Applied Applied No acceptable 3 3 3 0.225
Education differentiated, to March differentiated differentiated differentiated differentiated evidence was
Services developmentally 2019 teaching teaching teaching teaching shown
appropriate strategies to strategies to strategies to strategies to
learning address address address address
experiences to learner learner learner learner 3
address learners’ diversity as diversity as diversity as diversity as
gender, needs, shown in MOV shown in MOV shown in MOV shown in MOV
strengths, 1 with a rating 1 with a rating 1 with a rating 1 with a rating
interests and of 7 of 6 of 5 of 4
experiences.
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No acceptable
least 4 differentiated differentiated 1 at least 4 evidence was
differentiated teaching teaching lessons as shown
teaching strategies in at strategies in 2 observed in 3
strategies in at least 2 lessons lessons as lessons as
least 2 lessons as evidenced evidenced by observed in 2
as evidenced by MOV 1 and MOV 1 and lessons
by MOV 1 and supported by supported by observed in
supported by any1ofthe any1ofthe only 1 lesson
any 1 of the other other differentiated 3
other acceptable acceptable teaching
acceptable MOV MOV strategy in only
MOV 1 lesson as
evidently
shown in any 1
of the
acceptable
MOV
Timeliness

Weight Actual
Basic 3. Curriculum 7. Planned, June 2018 7.50% Quality Planned and Planned and Planned and Planned and No acceptable 4 4 4 0.300
Education and Planning managed and to March implemented implemented implemented implemented evidence was
Services implemented 2019 developmentall developmentall developmentall developmentall shown
developmentally y sequenced y sequenced y sequenced y sequenced
sequenced teaching and teaching and teaching and teaching and
teaching and learning learning learning learning 4
learning process as process as process as process as
processes to meet shown in MOV shown in MOV shown in MOV shown in MOV
curriculum 1 with a rating 1 with a rating 1 with a rating 1 with a rating
requirements and of 7 of 6 of 5 of 4
varied teaching
contexts.
least 4 developmentall developmentall developmentall evidence was
developmentall y sequenced y sequenced y sequenced shown
y sequenced teaching and teaching and teaching and
teaching and learning learning learning
learning process as process as process as
process as evidently evidently evidently
evidently shown in MOV shown in MOV shown 4
shown in MOV 1 and 1 and in any 1 of the
1 and supported by supported by given MOV
supported by any 1 of the any 1 of the
any 1 of the other given other given
other given MOV MOV
MOV
Timeliness

Weight Actual
Basic 8. Participated in June 2018 7.50% Quality Consistently Frequently Occasionally Rarely No acceptable 4 4 4 0.300
Education collegial to March participated in participated in participated in participated in evidence was
Services discussions that 2019 LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ shown
use teacher and meetings to meetings to meetings to meeting to
learner feedback discuss discuss discuss discuss
to enrich teaching teacher/learner teacher/learner teacher/learner teacher/learner 4
practice. feedback to feedback to feedback to feedback to
enrich enrich enrich enrich
instruction as instruction as instruction as instruction as
shown in the shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
Efficiency Participated in Participated in Participated in Participated in No acceptable
at least 4 3 LACs/FGDs/ 2 LACs/FGDs/ 1 LAC/FGD/ in evidence was
LACs/FGDs/ meetings as meetings as any 1 of the shown
meetings as evidently evidently given MOV
evidently shown in any 1 shown in any 1 4
shown in any 1 of the given of the given
of the given MOV MOV
MOV
Timeliness

Weight Actual
Basic 9. Selected, June 2018 7.50% Quality Developed and Developed and Developed and Developed and No acceptable 4 4 4 0.300
Education developed, to March used varied used varied used varied used varied evidence was
Services organized and 2019 teaching and teaching and teaching and teaching and shown
used appropriate learning learning learning learning
teaching and resources, resources, resources, resources,
learning including ICT, including ICT, including ICT, including ICT,
resources, to address to address to address to 4
including ICT, to learning goals learning goals learning goals address
address learning as shown in as shown in as shown in learning goals
goals. MOV1witha MOV1witha MOV 1 with a as shown in
rating of 7 rating of 6 rating of 5 MOV 1 with a
rating of 4

least 4 varied varied teaching varied teaching teaching and evidence was
teaching and and learning and learning learning shown
learning resources, resources, resource,
resources, including ICT, including ICT, including ICT,
including ICT, as evidently as evidently as evidently
as evidently shown in MOV shown in MOV shown in any
4
shown in MOV 1 and 1 and of
1 and supported by supported by the acceptable
supported by any 1 of the any 1 of the MOV
any 1 of the acceptable acceptable
acceptable MOV MOV
MOV
Timeliness

Weight Actual
Basic 4. 10. Designed, June 2018 7.50% Quality Designed, Designed, Designed, Designed, No acceptable 4 3 3.5 0.263
Education Assessment selected, to March selected, selected, selected, selected, evidence was
Services and organized and 2019 organized and organized and organized and organized and shown
Reporting used diagnostic, used used used used
formative and diagnostic, diagnostic, diagnostic, diagnostic,
summative formative and formative and formative and formative and
assessment summative summative summative summative
strategies assessment assessment assessment assessment
consistent with strategies strategies strategies strategies 4
curriculum consistent with consistent with consistent with consistent with
requirements. curriculum curriculum curriculum curriculum
requirements requirements requirements requirements
as shown in as shown in as shown in as shown in
MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of

least 4 varied varied varied assessment evidence was
assessment assessment assessment tool as shown
tools as tools as tools as evidently
evidently evidently evidently shown in any 3
shown shown in any shown in of the
inany1ofthe of the any1ofthe acceptable
acceptable acceptable acceptable MOV
MOV MOV MOV
Timeliness

Weight Actual
Basic 11. Monitored and June 2018 7.50% Quality Consistently Frequently Occasionally Rarely No acceptable 4 4 4 4 0.300
Education evaluated learner to March monitored and monitored and monitored and monitored and evidence was
Services progress and 2019 evaluated evaluated evaluated evaluated shown
achievement learner learner learner learner
using learner progress and progress and progress and progress and
attainment data. achievement achievement achievement achievement
4
using learner using learner using learner using learner
attainment data attainment data attainment data attainment data
the MOV the MOV the MOV the
submitted submitted submitted MOV submitted
Efficiency Submitted a Submitted a Submitted a Submitted 1 No acceptable

combination of combination of combination of acceptable evidence was
at least 4 of the 3 of the 2 of the MOV shown 4
acceptable acceptable acceptable
MOV MOV MOV
Timeliness Submitted Submitted Submitted Submitted any No acceptable
MOV were MOV were MOV were 1 of the given evidence was
distributed distributed distributed MOV shown 4
across 4 across 3 across 2
quarters quarters quarters

Weight Actual
Basic 12. June 2018 7.50% Quality Consistently Frequently Occasionally Rarely showed No acceptable 4 4 4 4 0.300
Education Communicated to March showed prompt showed prompt showed prompt prompt and evidence was
Services promptly and 2019 and clear and clear and clear clear shown
clearly the communication communication communication communication
learners’ needs, of the learners’ of the learners’ of the learners’ of the learners’
progress and needs, needs, needs, needs,
achievement to progress and progress and progress and progress
key stakeholders, achievement to achievement to achievement to and
including key key key achievement to
parents/guardians stakeholders, stakeholders, stakeholders, key 4
. including including including stakeholders,
parents/ parents/ parents/ including
guardians as guardians as guardians as parents/
shown in the shown in the shown in the guardians as
MOV submitted MOV submitted MOV submitted shown in the
MOV submitted
Efficiency Submitted a Submitted a Submitted a Submitted any No acceptable

combination of combination of combination of 1 evidence was
at least 4 of the 3 of the 2 of the of the given shown 4
acceptable acceptable acceptable MOV
MOV MOV MOV
Timeliness Submitted Submitted Submitted Submitted any
MOV were MOV were MOV were 1
distributed distributed distributed of the given 4
across 4 across 3 across 2 MOV
quarters quarters quarters

Weight Actual
Basic 5. Plus 13. Performed June 2018 10.00% Quality Consistently Frequently Occasionally Rarely No acceptable 4 4 4 0.400
Education Factor various related to March performed performed performed performed evidence was
Services works/activities 2019 various related various related various related various related shown
that contribute to work/activities work/activities work/activities work/activities
the teaching- that contribute that contribute that contribute that contribute
learning process. to the teaching to the teaching to the teaching to the teaching
learning learning learning learning 4
process as process as process as process as
shown in the shown in the shown in the shown in the

least 4 different different kinds different kinds 1 of the evidence was
kinds of of acceptable of acceptable acceptable shown 4
acceptable MOV MOV MOV
MOV
Timeliness
RATING FOR OVERALL ACCOMPLISHMENTS 3.889
ADJECTIVAL RATING Very Satisfactory
ADJECTIVAL RATING EQUIVALENCES
RANGE ADJECTIVAL RATING
4.500 -5.000 Outstanding
3.500- 4.499 Very Satisfactory
2.500 - 3.499 Satisfactory
1.500 - 2.499 Unsatisfactory
Below 1.499 Poor
CRISTINE P. ABIERA CHARITO U. AMATOSA MARIA BERNADETH A. PABLO

Rater Ratee Approving Authority
Region XII
Division of Sultan Kudarat
Your School Here
Poblacion I, Lebak, Sultan Kudarat
ANNOTATION TEMPLATE
OBJECTIVES Means of Verification Description of the MOV Presented Annotatio
1. Classroom observation tool (COT)
rating sheet and/or inter-observer
agreement form about knowledge of
content within and across curriculum
teaching areas
2. Lesson plans/modified DLLs developed

highlighting integration of content
knowledge within and across subject
areas
✘
1. Applied knowledge of
content within and across 3. Instructional materials highlighting
curriculum teaching areas. mastery of content and its integration in
other subject areas
4. Performance tasks/test material(s)

highlighting integration of content
knowledge within and across subject
areas
5. Others (Please specify and provide

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

teaching highlighting learner-centered
2. Used a range of teaching strategies that promote literacy and/or
strategies that enhance numeracy skills
learner achievement in
literacy and numeracy 3. Instructional materials highlighting
skills. learner-centered strategies that promote
literacy and/or numeracy skills
used in teaching
5. Results of assessment used in teaching

annotations)

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

used in demonstration teaching
5. Results of assessment used in teaching

annotations)

4. Managed classroom agreement form about managing
structure to engage classroom structure that engages
learners, individually or in learners in various activities
groups, in meaningful
exploration, discovery and 2. Lesson plans/modified DLLs
hands-on activities within a highlighting various classroom
range of physical learning management strategies that engage
learners in activities/tasks in different
environments. physical learning environments
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)
2. Praising the learners/Giving
5. Managed learner positive feedback
behavior constructively by
applying positive and non- 3. Setting house rules/guidelines
violent discipline to ensure
learning- focused 4. Ensuring learners’ active
environments. 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

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

6. Used differentiated, developed highlighting differentiation in
developmentally content, product, process, learning
appropriate learning environment or others according to
experiences to address learners’ gender, needs, strengths,
learners’ gender, needs, interests and experiences
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

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

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

annotations)

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

agreement form about using diagnostic,
formative and summative assessment
strategies
2. Prepared lesson plans/modified DLLs
highlighting appropriate use of formative
assessment strategies
3. Developed diagnostic tests:

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

annotations)
1. Compilation of a learner’s written
work with summary of results and with
signature of parents
2. Formative/summative assessment
11. Monitored and tools with TOS and frequency of errors
evaluated learner progress with identified least mastered skills
and achievement using
learner attainment data. 3. Class records/grading sheets
4. Lesson plans/modified DLLs showing
index of mastery
annotations)
1. At least 3 samples of corrected test

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

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

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

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

Appendix M
Annotations
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 TO BE FILLED OUT DURING EVALUATION

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

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

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

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

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

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

least 2 different least 3 of the least 2 of the 1 of the MOV evidence was
types of MOV same kind of same kind of shown
MOV MO
Timeliness

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

the acceptable 3 MOV 2 MOV 1 MOV evidence was
MOV shown
Timeliness
Weight Actual
Basic 5. Plus 13. Performed June 2018 10.00% Quality Consistently Frequently Occasionally Rarely No acceptable 5 5 5 0.5
Education Factor various to March performed performed performed performed evidence was
Services related 2019 special tasks special tasks special tasks special tasks shown
works/activities and/or and/or and/or and/or
that contribute to assignments assignments assignments assignments
the as shown in as shown in as shown in as shown in
teaching-learning the MOV the MOV the MOV the MOV
process. submitted submitted submitted submitted
Efficiency Submitted at Submitted only Submitted only Submitted any No acceptable

least 4 3 different 2 different 1 of the evidence was
different kinds kinds of kinds of acceptable shown
of acceptable acceptable acceptable MOV
MOV MOV MOV
Timeliness
RATING FOR OVERALL ACCOMPLISHMENTS 3.8
ADJECTIVAL RATING VERY SATISFACTORY
ADJECTIVAL RATING EQUIVALENCES
RANGE ADJECTIVAL RATING
4.500 -5.000 Outstanding
3.500- 4.499 Very Satisfactory
2.500 - 3.499 Satisfactory
1.500 - 2.499 Unsatisfactory
Below 1.499 Poor
Rater Ratee Approving Authority
Region XII
Your School Here
ANNOTATION TEMPLATE
OBJECTIVES Means of Verification Description of the MOV Presented Annotati
1. Classroom observation tool (COT) rating

form about effective applications of
✘
content knowledge within and across
curriculum teaching areas

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

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

mastery of lessons learned
annotations)
1. Copy of the research proposal focused

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

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

annotations)

form about using effective teaching
strategies to promote critical and creative
teaching, as well as other higher-order
thinking skills
3. Developed and
different teaching strategies that develop
3. Developed and critical and creative thinking and/or other
HOTS
applied effective teaching
strategies to promote
critical and creative 3. Instructional materials highlighting
thinking, as well as other different teaching strategies that develop
higher- order thinking critical and creative thinking, and/or other
skills. HOTS
4. Performance tasks/test material(s) used

in demonstration teaching
5. Results of assessment used in the

demonstration teaching

annotations)

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

annotations)
Classroom observation tool (COT) rating

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

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

learners
7. Encouraging learners to ask

questions
8. Others (Please specify and

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

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

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

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

in demonstration teaching

annotations)
1. Implemented LAC/FGD Plan

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

developed by colleagues and critiqued on
their alignment to learning goals
9. Advised and guided
colleagues in the
selection, organization, 2. Lesson plans by colleagues critiqued in
development and use of terms of the alignment of the teaching and
appropriate teaching and ✘ learning resources to the indicated learning
goals and appropriateness to the target
learning resources, learners
specific learning goals.
annotations)
1. Any proof of collaborative review if the
test is designed based on its purpose (e.g.
diagnostic, formative and summative)
2. Any proof of collaborative review of the

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

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

teacher conferences and corresponding
3. Anecdotal record communicated to and

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

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

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

annotations)
1. Served as reliever of classes in the

absence of teachers
2. Served as OIC in the absence of the

principal
3. Represented the principal in meetings

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

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

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

competitions
14. Mentoring pre-service/in-service

teachers

annotations)
Appendix M
Annotations
Region XII
Salaman Central Elementary School
PART IV: DEVELOPMENT PLANS OF THE IPCRF (IPCRF-DP)

Action Plan (Recommended Developmental
Strengths Development Needs
Intervention)
A. Teaching Competencies (PPST)
B. Core Behavioral Competencies (DepEd)
Feedback:
RATEE RATER
ol
CRF-DP)
Timeline Resources Needed
APPROVING AUTHORITY
Region XII
Salaman Central Elementary School
PERFORMANCE MONITORING AND COACHING FORM

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT
RATEE RATER
ry School
CHING FORM
SIGNATURE
IMPACT ON JOB/ACTION PLAN
(RATER/RATEE)
APPROVING AUTHORITY

Ss IPCRF

Uploaded by

Copyright:

Available Formats

Ss IPCRF

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ss IPCRF

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Performance Indicators Rating

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No

Performance Indicators Rating

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable

Performance Indicators Rating

Performance Indicators Rating

Performance Indicators Rating

Performance Indicators Rating

Performance Indicators Rating

Performance Indicators Rating

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No acceptable

Performance Indicators Rating

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable

Performance Indicators Rating

Efficiency Submitted a Submitted a Submitted a Submitted 1 No acceptable

Performance Indicators Rating

Efficiency Submitted a Submitted a Submitted a Submitted any No acceptable

Performance Indicators Rating

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No acceptable

CRISTINE P. ABIERA CHARITO U. AMATOSA MARIA BERNADETH A. PABLO

2. Lesson plans/modified DLLs developed

4. Performance tasks/test material(s)

5. Others (Please specify and provide

2. Lesson plans/modified DLLs used in

6. Others (Please specify and provide

1. Classroom observation tool (COT)

2. Lesson plans/modified DLLs used in

4. Performance tasks/test material(s)

6. Others (Please specify and provide

1. Classroom observation tool (COT)

Classroom observation tool (COT) rating

6. Giving equal opportunities to

1. Classroom observation tool (COT)

2. Lesson plans/modified DLLs

4. Others (Please specify and provide anno

1. Classroom observation tool (COT)

1. Personal notes of teachers on

3. Others (Please specify and provide

1. Classroom observation tool (COT)

1. Classroom observation tool (COT)

3. Developed diagnostic tests:

6. Others (Please specify and provide

1. At least 3 samples of corrected test

2. Minutes of PTA meetings or Parent-

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

8. Coaching and mentoring learners in

10. Others (Please specify and provide an

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Performance Indicators Rating

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No

Performance Indicators Rating

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

Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable

Efficiency Submitted at Submitted at Submitted at Submitted any No acceptable

Performance Indicators Rating