MIDYEAR REVIEW FORM

Name of Employee: Joshea D. Facun Name of Rater: Maria Linda A. Cayabyab PhD
Position: Special Science Teacher I Position: Principal II
Bureau/Center/Service/Division: Matatalaib High School Date of Review:
Rating Period:

Key Result Midyear Review/Rating

Weight Performance
MFO's Areas Objectives Timeline MOV
per KRA Target
(KRAs) Ratee(Teacher) Rater(Principal)
Rating Remarks Rating

Quality Poor

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
1. Applied knowledge of June 2019 highlighting integration of content knowledge within and
content within - March across subject areas Efficiency Poor
and across curriculum 2020 3. Instructional materials highlighting mastery of
teaching areas. 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)
 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
1. Applied knowledge of June 2019 highlighting integration of content knowledge within and
content within - March across subject areas
and across curriculum 2020 3. Instructional materials highlighting mastery of
teaching areas. 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)

Timeliness

Quality Poor

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 2. Lesson plans/modified DLLs used in teaching
Content strategies June 2019 highlighting learner-centered strategies that
Knowledge that enhance learner - March 22.50% promote literacy and/or numeracy skills Efficiency Poor
and achievement in 2020 3. Instructional materials highlighting learner-centered
Pedagogy literacy and numeracy skills. 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)

Timeliness
 Quality Poor

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 2. Lesson plans/modified DLLs used in teaching
teaching highlighting different teaching strategies that
strategies to develop critical June 2019 develop critical and creative thinking and/or other
- March Efficiency Poor
and creative thinking, as well HOTS
2020
as other 3. Instructional materials highlighting different
higher-order thinking skills. 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 teaching
6. Others (Please specify and provide annotations)

Timeliness

Quality Poor

4. Managed classroom
structure to 1. Classroom observation tool (COT) rating sheet
engage learners, individually and/or inter-observer agreement form about
 4. Managed classroom
structure to 1. Classroom observation tool (COT) rating sheet
engage learners, individually and/or inter-observer agreement form about
or in managing classroom structure that engages
June 2019
groups, in meaningful learners in various activities
- March Efficiency Poor
exploration, 2. Lesson plans/modified DLLs highlighting various
2020
discovery and hands-on classroom management strategies that engage learners in
activities within activities/tasks in different physical learning environments
a range of physical learning 3. Others (Please specify and provide annotations)
environments.

Timeliness

Quality Poor

Classroom observation tool (COT) rating sheet and/or

inter-observer agreement form about teacher
management of learner behavior using the following
5. Managed learner behavior strategies:
Learning constructively by applying 1. Providing motivation
Environment positive and June 2019 2. Praising the learners/Giving positive feedback
and non-violent discipline to - March 22.50% Efficiency Poor
3. Setting house rules/guidelines
Diversity of ensure 2020 4. Ensuring learners’ active participation
Learners learning-focused 5. Allowing learners to express their ideas/opinions
environments. 6. Giving equal opportunities to learners
7. Encouraging learners to ask questions
8. 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
5. Managed learner behavior strategies:
Learning constructively by applying 1. Providing motivation
Environment positive and June 2019 2. Praising the learners/Giving positive feedback
and non-violent discipline to - March 22.50% 3. Setting house rules/guidelines
Diversity of ensure 2020 4. Ensuring learners’ active participation
Learners learning-focused 5. Allowing learners to express their ideas/opinions
environments. 6. Giving equal opportunities to learners
7. Encouraging learners to ask questions
8. Others (Please specify and provide annotations)

Timeliness

Quality Poor

1. Classroom observation tool (COT) rating sheet

and/or inter-observer agreement form about using
differentiated, developmentally appropriate
6. Used differentiated, learning experiences
developmentally 2. Lesson plans/modified DLLs developed
appropriate learning highlighting differentiation in content, product,
June 2019
experiences to process, learning environment or others according to
- March learners’ gender, needs, strengths, interests and experiences Efficiency Poor
address learners’ gender, 2020
needs, 3. Instructional materials developed highlighting
strengths, interests and differentiation in content, product, process,
experiences. learning environment or others according to
learners’ gender, needs, strengths, interests and
experiences
4. Others (Please specify and provide annotations)

Timeliness
 Quality Poor

1. Classroom observation tool (COT) rating sheet

7. Planned, managed and and/or inter-observer agreement form about using
implemented developmentally sequenced teaching and learning process
developmentally sequenced 2. Lesson plans/modified DLLs highlighting developmentally
teaching June 2019 sequenced instruction that meet
and learning processes to - March curriculum goals and varied teaching contexts Efficiency Poor
meet 2020 3. Instructional materials used to implement
curriculum requirements and developmentally sequenced teaching and learning
varied process to meet curriculum requirements and
teaching contexts. varied teaching contexts
4. Others (Please specify and provide annotations)

Timeliness

Quality Poor

1. Personal notes of teachers on

 1. Personal notes of teachers on
8. Participated in collegial LACs/FGDs/meetings with proof of attendance
Curriculum discussions June 2019 2. Minutes of LAC/FGD sessions on use of teacher and
and Planning that use teacher and learner - March 22.50% Efficiency Poor
learner feedback to enrich teaching practice with proof of
feedback 2020 attendance
to enrich teaching practice. 3. Others (Please specify and provide annotations)

Timeliness

Quality Poor

1. Classroom observation tool (COT) rating sheet

and/or inter-observer agreement form about using
appropriate teaching and learning resources, including ICT
9. Selected, developed, Examples:
organized and - Activity sheets/task sheets/work sheets
used appropriate teaching June 2019 - PowerPoint presentations
and learning - March - Video clips Efficiency Poor
resources, including ICT, to 2020 - Module
address - SIMs-Strategic Intervention Materials
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 about using
appropriate teaching and learning resources, including ICT
9. Selected, developed, Examples:
organized and - Activity sheets/task sheets/work sheets
used appropriate teaching June 2019 - PowerPoint presentations
and learning - March - Video clips
resources, including ICT, to 2020 - Module
address - SIMs-Strategic Intervention Materials
learning goals. - Others
2. Lesson plans/modified DLLs with appropriate
instructional materials appended
3. Others (Please specify and provide annotations)

Timeliness

Quality Poor

1. Classroom observation tool (COT) rating sheet

and/or inter-observer agreement form about using
diagnostic, formative and summative assessment
strategies
2. Prepared lesson plans/modified DLLs highlighting
10. Designed, selected, appropriate use of formative assessment
organized and strategies
used diagnostic, formative June 2019 3. Developed diagnostic tests: (a) with TOS
and - March reviewed by superior; (b) with sample Efficiency Poor
summative assessment 2020 accomplished questionnaire/answer sheets
strategies 4. Developed summative tests: (a) with TOS
consistent with curriculum reviewed by superior; (b) with sample
requirements. 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)

Timeliness
 Quality Poor

1. Compilation of a learner’s written work with

summary of results and with signature of parents
11. Monitored and evaluated 2. Formative/summative assessment tools with TOS and
Assessment learner June 2019 frequency of errors with identified least
and progress and achievement - March 22.50% mastered skills Efficiency Poor
Reporting using 2020 3. Class records/grading sheets
learner attainment data. 4. Lesson plans/modified DLLs showing index of
mastery
5. Others (Please specify and provide annotations)

Timeliness Poor

Quality Poor

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 2. Minutes of PTA meetings or Parent-Teacher
 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 2. Minutes of PTA meetings or Parent-Teacher
and conferences in all quarters with proof of parent’s/guardian’s
clearly the learners’ needs, June 2019 attendance
progress - March 3. Report cards with parent’s or guardian’s signature in all Efficiency Poor
and achievement to key 2020 quarters supported by minutes of meeting
stakeholders, 4. Communication with parents/guardians using
including parents/guardians. various modalities
5. Anecdotal record showing entries per quarter
6. Other documents showing learner needs, progress and
achievement submitted to other stakeholders

Timeliness Poor

Quality Poor

1. Certificate of Recognition or Participation

2. Certificate of Training
3. Certificate of Speakership
4. Committee involvement
13. Performed various related June 2019 5. Advisorship of Co-curricular activities
works/activities that
Plus Factor - March 10% 6. Book or Journal Authorship/Coauthorship/ Efficiency Poor
contribute to the 2020 Contributorship
teaching-learning process. 7. Coordinatorship/Chairpersonship
8. Coaching and mentoring learners in competitions
9. Mentoring pre-service/in-service teachers
10. Others (Please specify and provide annotations)
 1. Certificate of Recognition or Participation
2. Certificate of Training
3. Certificate of Speakership
4. Committee involvement
13. Performed various related June 2019 5. Advisorship of Co-curricular activities
works/activities that
Plus Factor - March 10% 6. Book or Journal Authorship/Coauthorship/
contribute to the 2020 Contributorship
teaching-learning process. 7. Coordinatorship/Chairpersonship
8. Coaching and mentoring learners in competitions
9. Mentoring pre-service/in-service teachers
10. Others (Please specify and provide annotations)

Timeliness

Joshea D. Facun Maria Linda A. Cayabyab, Ph.D.

Rater Ratee Approving Authority
 Linda A. Cayabyab PhD
pal II

Rating
Midyear Review
Results
Rater(Principal)
Remarks
ority
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Name of Employee: Joshea D. Facun Name of Rater: Maria Linda A. Cayabyab PhD
Position: Special Science Teacher I Position: Principal II
Bureau/Center/Service/Division: Matatalaib High School Date of Review:
Rating Period:

TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION

Key Result Performance Indicators Rating
Weight
MFO's Areas Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Actual Results Score
(KRAs) QET (5) (4) (3) (2) Poor (1) Q E T Ave

Showed Showed Showed Showed

knowledge of knowledge of
knowledge of knowledge of
content and its content and its content and its content and its No
integration integration
Quality integration within within and within and integration within acceptable #DIV/0!
and across and across evidence
subject areas as across subject across subject subject areas as was shown
areas as shown areas as shown
shown in MOV 1 shown in MOV 1
with a rating of 7 in MOV 1 with in MOV 1 with a with a rating of 4
a rating of 6 rating of 5

1. Applied knowledge of
content within Submitted 3 Submitted 2
Year-round Submitted at
and across curriculum lessons using lessons using
teaching areas. least 4 lessons MOV 1 and MOV 1 and Submitted any 1 No
using MOV 1 acceptable
Efficiency supported by supported by of the given #DIV/0!
and supported any 1 of the any 1 of the MOV evidence
by any 1 of the was shown
other given MOV other given other given
MOV MOV

Submitted MOV Submitted Submitted MOV No

MOV were Submitted MOV
Timeliness were distributed distributed were distributed was completed acceptable #DIV/0!
across 4 across 2 evidence
quarters across 3 quarters in only 1 quarter was shown
quarters

Content
Knowledge #DIV/0!
and
Pedagogy
 Facilitated using Facilitated using Facilitated using Facilitated using
different different different different
teaching teaching teaching teaching
strategies that strategies that strategies that strategies that No
Quality promote reading, promote reading, promote reading, promote reading, acceptable #DIV/0!
writing writing writing writing evidence
and/or numeracy and/or numeracy and/or numeracy and/or numeracy was shown
skills as shown skills as shown skills as shown skills as shown
in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
Content rating of 7 rating of 6 rating of 5 rating of 4
Knowledge
#DIV/0!
and 2. Used a range of teaching
Pedagogy strategies
that enhance learner
achievement in Submitted 3
literacy and numeracy skills. Submitted at Submitted 2
least 4 learnercentered learnercentered
lessons as Submitted 1
learnercentered evidently lessons as learner-centered No
lessons as evidently shown
Efficiency evidently shown shown in MOV in MOV 1 and lesson as acceptable #DIV/0!
1 and evidently shown evidence
in MOV 1 and supported by
supported by supported by any 1 of the in any of the was shown
any 1 of the given MOV
any 1 of the other MOV other MOV
other MOV given given
given

Timeliness

Used different Used different Used different Used different

teaching teaching teaching teaching
strategies that strategies that strategies that strategies that No
develop critical develop critical develop critical develop critical
Quality and creative and creative and creative and creative acceptable #DIV/0!
evidence
thinking and/or thinking and/or thinking and/or thinking and/or
other HOTS as other HOTS as other HOTS as other HOTS as was shown
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
3. Applied a range of
teaching
strategies to develop critical
and creative thinking, as well
as other Submitted 3 Submitted 2
higher-order thinking skills. Submitted at lessons as lessons as
least 4 lessons Submitted any 1
as evidenced by evidenced by evidenced by lesson as No
MOV 1 and MOV 1 and acceptable
Efficiency MOV 1 and evidenced by #DIV/0!
supported by supported by supported by any 1 of the evidence
any 1 of the any 1 of the was shown
any 1 of the other given other given given MOV
other given MOV
MOV MOV

Timeliness
 Used classroom Used classroom Used classroom Used classroom
management management management management
strategies that strategies that strategies that strategies that No
engage learners engage learners engage learners engage learners acceptable
Quality #DIV/0!
in activities/tasks in activities/tasks in activities/tasks in activities/tasks evidence
as shown in as shown in as shown in as shown in was shown
4. Managed classroom MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
structure to rating of 7 rating of 6 rating of 5 rating of 4
engage learners, individually
or in
groups, in meaningful
exploration,
discovery and hands-on
activities within Submitted at
Submitted 3 lessons Submitted 2 lessons Submitted 1 lessons
a range of physical learning least 4 lessons supported by supported by supported by No
environments. supported by acceptable
Efficiency MOV 1 and any 1 of MOV 1 and any 1 of MOV 1 and any 1 of #DIV/0!
MOV 1 and any 1 of the other the other the other evidence
the other was shown
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

Applied teacher Applied teacher Applied teacher Applied teacher

management management management management
strategies of strategies of strategies of strategies of
learner behavior learner behavior learner behavior learner behavior
No
that promote that promote that promote that promote acceptable
Quality positive and positive and positive and positive and #DIV/0!
non-violent non-violent non-violent non-violent evidence
was shown
discipline as discipline as discipline as discipline as
5. Managed learner behavior shown in MOV shown in MOV shown in MOV shown in MOV
constructively by applying submitted with a submitted with a submitted with a submitted with a
positive and rating of 7 rating of 6 rating of 5 rating of 4
non-violent discipline to
Learning ensure
Environment learning-focused
and environments. #DIV/0!
Diversity of Submitted at
least 4 of the Submitted at Submitted at Submitted any 1 No
Learners least 4 of the least 4 of the of the given
Efficiency given strategies given strategies given strategies strategies as acceptable #DIV/0!
as observed in evidence
at least 4 as observed in as observed in observed in only was shown
3 lessons 2 lessons 1 lesson
lessons

Timeliness
 Applied Applied
Applied Applied
differentiated differentiated differentiated differentiated
teaching teaching
teaching strategies to strategies to teaching No
strategies to strategies to acceptable
Quality address learner address learner address learner address learner evidence #DIV/0!
diversity as diversity as
diversity as shown in MOV shown in MOV diversity as shown
shown in MOV 1 shown in MOV 1
1 with a rating 1 with a rating
with a rating of 7 of 6 of 5 with a rating of 4

6. Used differentiated,
developmentally
appropriate learning
experiences to Submitted at Submitted 3 Submitted 2
address learners’ gender, least 4 differentiated differentiated
needs, differentiated teaching teaching Submitted any 1
strengths, interests and teaching strategies in at strategies in 2 differentiated
experiences. strategies in at least 2 lessons lessons as teaching No
Efficiency least 2 lessons as evidenced evidenced by strategy in only 1 acceptable #DIV/0!
as evidenced by by MOV 1 and MOV 1 and lesson as evidence
MOV 1 and supported by supported by evidently shown shown
supported by any 1 of the any 1 of the in any 1 of the
any 1 of the other other acceptable MOV
other acceptable acceptable acceptable
MOV MOV MOV

Timeliness

Planned and Planned and Planned and Planned and

implemented implemented implemented implemented
developmentally developmentally developmentally developmentally
sequenced sequenced sequenced sequenced No
acceptable
Quality teaching and learning teaching and learning teaching and learning teaching and learning evidence #DIV/0!
process process process process
as shown in as shown in as shown in as shown in shown
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 4

7. Planned, managed and

implemented
developmentally sequenced
teaching Submitted 3
and learning processes to Submitted 2
Submitted at developmentally developmentally
meet least 4 sequenced Submitted 1
curriculum requirements and developmentally teaching and sequenced developmentally
varied teaching and
sequenced learning learning sequenced No
teaching contexts. teaching and process as teaching and
Efficiency process as acceptable #DIV/0!
learning process evidently evidently shown learning process evidence
as evidently shown in MOV as evidently
shown in MOV 1 1 and in MOV 1 and shown in any 1 shown
supported by
and supported supported by any 1 of the of the given
by any 1 of the any 1 of the MOV
other given
other given MOV other given MOV
MOV

Timeliness
 Consistently Frequently Occassionally Rarely
participated in participated in participated in participated in
LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LACs/FGDs/
meetings to meetings to meetings to meetings to
No
discuss discuss discuss discuss
Quality teacher/learner teacher/learner teacher/learner teacher/learner acceptable #DIV/0!
evidence
feedback to feedback to feedback to feedback to shown
enrich enrich enrich enrich
instruction as shown instruction as shown instruction as shown instruction as shown
in the in the in the in the
8. Participated in collegial MOV submitted MOV submitted MOV submitted MOV submitted
Curriculum discussions
#DIV/0!
and Planning that use teacher and learner
feedback
to enrich teaching practice.
Participated in at
least 4 Participated in at Participated in at Participated in at
3 LACs/FGDs/ 2 LACs/FGDs/ 1 LACs/FGDs/ No
LACs/FGDs/ meetings as meetings as meeting as acceptable
Efficiency meetings as #DIV/0!
evidently shown evidently shown evidently shown evidently shown evidence
in any 1 of the in any 1 of the in any 1 of the shown
in any 1 of the given MOV given MOV given MOV
given MOV

Timeliness

Developed and Developed and Developed and Developed and

used varied used varied used varied used varied
teaching and teaching and teaching and teaching and
learning learning learning learning No
resources, resources, resources, resources, acceptable
Quality #DIV/0!
including ICT, to including ICT, to including ICT, to including ICT, to evidence
address learning address learning address learning address learning shown
goals as shown goals as shown goals as shown goals as shown
in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4
9. Selected, developed,
organized and
used appropriate teaching
and learning
resources, including ICT, to Submitted at
address Submitted 3 varied Submitted 2 varied Submitted any varied
least 4 varied
learning goals. teaching and teaching and teaching and
teaching and learning learning learning
learning
resources, resources, resources, resources, No
Efficiency including ICT, as including ICT, as including ICT, as acceptable #DIV/0!
including ICT, as evidently shown evidently shown evidently shown evidence
evidently shown
in MOV 1 and in MOV 1 and in MOV 1 and in MOV 1 and shown
supported by supported by supported by
supported by
any 1 of the any 1 of the any 1 of the any 1 of the
acceptable MOV acceptable MOV acceptable MOV
acceptable MOV

Timeliness
 Designed, Designed, Designed, Designed,
selected, selected, selected, selected,
organized and organized and organized and organized and
used diagnostic, used diagnostic, used diagnostic, used diagnostic,
formative and formative and formative and formative and
No
summative summative summative summative acceptable
Quality assessment assessment assessment assessment #DIV/0!
strategies strategies strategies strategies evidence
shown
consistent with consistent with consistent with consistent with
10. Designed, selected, curriculum curriculum curriculum curriculum
organized and requirements as requirements as requirements as requirements as
used diagnostic, formative shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
and with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
summative assessment
strategies
consistent with curriculum
requirements.

Submitted at
Submitted 3 varied Submitted 2 varied Submitted 1 varied
least 4 varied assessment assessment assessment No
assessment
Efficiency tools as tools as tools as tools as acceptable #DIV/0!
evidently shown in evidently shown in evidently shown in evidence
evidently shown in any 1 of the any 1 of the any 1 of the shown
any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

Consistently Frequently Occassionally Rarely

monitored and monitored and monitored and monitored and
evaluated evaluated evaluated evaluated
learner progress learner progress learner progress learner progress No
Quality and and and and acceptable #DIV/0!
achievement achievement achievement achievement evidence
using learner using learner using learner using learner shown
attainment data attainment data attainment data attainment data
as shown in the as shown in the as shown in the as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
11. Monitored and evaluated
learner
progress and achievement
Assessment using
and learner attainment data. #DIV/0!
Submitted a Submitted a Submitted a No
Reporting combination of combination of combination of Submitted 1 acceptable
Efficiency #DIV/0!
at least 4 of the 3 of the 2 of the acceptable MOV evidence
acceptable MOV acceptable MOV acceptable MOV shown

Submitted MOV Submitted MOV Submitted MOV Submitted MOV No

were distributed were distributed were distributed were distributed acceptable
Timeliness #DIV/0!
across 4 across 3 across 2 across 1 evidence
quarters quarters quarters quarter shown
 Consistently Frequently Occassionally Rarely
showed prompt showed prompt showed prompt showed prompt
and clear and clear and clear and clear
communication communication communication communication
of the learners’ of the learners’ of the learners’ of the learners’
needs, progress needs, progress needs, progress needs, progress No
and and and and
Quality achievement to achievement to achievement to achievement to acceptable #DIV/0!
evidence
key key key key
stakeholders, stakeholders, stakeholders, stakeholders, shown
including including including including
parents/ parents/ parents/ parents/
12. Communicated promptly guardians as guardians as guardians as guardians as
and shown in the shown in the shown in the shown in the
clearly the learners’ needs, MOV submitted MOV submitted MOV submitted MOV submitted
progress
and achievement to key
stakeholders,
including parents/guardians.

Submitted a Submitted a Submitted a Submitted any 1 of No

combination of combination of combination of acceptable
Efficiency 2 of the #DIV/0!
at least 4 of the 3 of the 2 of the acceptable MOV evidence
acceptable MOV acceptable MOV acceptable MOV shown

Submitted MOV Submitted MOV Submitted MOV Submitted MOV No

were distributed were distributed were distributed were distributed acceptable
Timeliness across 4 across 3 across 2 across 1 evidence #DIV/0!
quarters quarters quarters quarter shown

Consistently Frequently Occassionally Rarely

performed performed performed performed
various related various related various related various related
No
work/activities work/activities work/activities work/activities
Quality that contribute to that contribute to that contribute to that contribute to acceptable #DIV/0!
evidence
the teaching the teaching the teaching the teaching shown
learning process learning process learning process learning process
as shown in the as shown in the as shown in the as shown in the
13. Performed various related MOV submitted MOV submitted MOV submitted MOV submitted
Plus Factor works/activities that #DIV/0!
contribute to the
teaching-learning process.

Submitted at Submitted 3 Submitted 2 No

Submitted any 1
Efficiency least 4 different different kinds different kinds of the acceptable #DIV/0!
kinds of of acceptable of acceptable evidence
acceptable MOV MOV MOV acceptable MOV shown

Timeliness
 OVERALL RATING
FOR #DIV/0!
ACCOMPLISHME
NTS

Joshea D. Facun Maria Linda A. Cayabyab, Ph.D.

Rater Ratee Approving Authority