RPMS Tool For T I III

RPMS Tool for Teacher I - III
(Proficient Teacher)
POSITION AND COMPETENCY PROFILE

Department of Education
Name of Employee Leoniel A. Teraza

Position Title Teacher III
Parenthetical Title
Office Unit DepEd - Tacloban City Sagkahan NHS Mathematics Department
Reports to Imelda A. Majadillas, Ph.D. (Secondary School Principal IV)
Position
Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualification
Education Bachelor of Elementary/Secondary/Early Childhood Education or Bachelor's degree plus 18 un
Experience None required
Eligibility RA 1080
Trainings None required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education units (18-21), at least 18 MA units
Experience
Eligibility PBET/LET Passer
Trainings In-service training
DUTIES AND RESPONSIBILITIES
1. Applies mastery of content knowledge and its application across learning areas
2. Facilitates learning using appropriate and innovative teaching strategies and classroom management practices
3. Manages an environment conducive to learning
4. Addresses learner diversity
5. Implements and supervises curricular and co-curricular programs to support learning
6. Monitors and evaluates learner progress and undertakes activities to improve learner performance
7. Maintains updated record of learners' progress
8. Counsels and guides learners
9. Works with relevant stakeholders, both internal and external, to promote learning and improve school performance
10. Undertakes activities towards personal and professional growth
11. Does related work
Major Final Outputs Key Result Areas

Objectives
Objectives
(MFOs) (KRAs)
1. Applied knowledge of content
Content Knowledge and within and across curriculum
Pedagogy teaching areas.
2. Used a range of teaching

strategies that enhances learner
achievement in literacy and
numeracy skills.
3. Applied a range of teaching

strategies to develop critical
and creative thinking, as well as other
higher-order thinking skills (HOTS).
4. Manage classroom structure
Learning Environment and to engage learners, individually or in
Diversity of Learners management of classroom structure
groups, in meaningful exploration,
discovery and hands-on activities
within a range of physical learning
environments.
5. Managed learner behavior

constructively by applying positive
and non-violent discipline to ensure
learning-focused environments
6. Used differentiated, developmentally

appropriate learning
experiences to address learners'
differences in gender, needs, strengths,
interests and experiences.
7. Planned, managed and

Curriculum and Planning implemented developmentally
sequenced teaching and learning
processes to meet curriculum
requirements and varied teaching
contexts.
8. Participated in collegial discussion

that use teacher and learner feedback
to enrich teaching practice.
9. Selected, developed, organized and

used appropriate teaching and learning
resources, including ICT, to address
learning goals.
10. Designed, selected ,

Assessment and Reporting
organized and used
diagnostic, formative and assessment
strategies consistent with curriculum
requirements
11. Monitored and evaluated learner
progress and achievement using
learner attainment data.
12. Communicated promptly and

clearly the learners' needs,
progress and achievement to key
stakeholders, including
parents/guardians.
13. Performed various related

Plus Factor work/activities that contribute to the
teaching-learning process.
her I - III
her)
LE PCP No. _________ Revision Code: 00
Salary Grade SG - 13
atics Department Effectivity Date January 21, 2013

Page/s
DARDS
or Bachelor's degree plus 18 units in Education
east 18 MA units
IBILITIES
om management practices
g
er performance
nd improve school performance
Means of Verification (MOV)

1. Classroom observation tool (COT) rating sheet
and/or inter-observer agreement form about
knowledge 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) used in
5. Others (Please specify and provide
annotations)
teachig strategies that enhances 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
teaching
5. Results of assessment used in teaching
annotations)
teachig strategies to develop critical
and creative thinking, as well as other HOTS
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
demonstration teaching
annotations)
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
annotations)
Classroom observation tool (COT) rating sheet
teacher management of learner behavior
using the following strategies
1. Providing motivation
2. Praising the learners/ Giving positive
feedback
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
annotations)
using differentiated, developmentally appropriate
learning experiences
2. Lesson plans/modified DLLs highlighting
differentiation in content, product, process, learning
environment or others according to learners'
gender, needs, strengths, interest and experiences
3. Instructional materials developed highlighting
annotations)
using developmentally sequenced teaching and
learning process
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 teeaching and learning
process to meet curriculum requirements and
varied teaching contexts.
annotations)
1. Personal notes of teacher on LACs/FDGs/
meetings with proof of attendance
2. Minutes of LAC/FGD sessions on use of teacher
and learner feedback to enrich teaching practice
with proof of attendance
annotations)
using appropriate teaching and learning
resources, including ICT
Examples:
* Activity sheets/ Task sheets/ Work sheets
* PowerPoint presentations
* Video clips
* Module
* SIMs - Strategic Intervention Materials
* Others
2. Lesson plans/modified DLLs
with appropriate instructional materials appended
annotations)
using diagnostic, formative and assessment
strategies
2. Prepared lesson plans/ modified DLLs highlighting
appropriate use of formative assessment strategies
3. Developed diagnostic tests: (a) with TOS reviewed
by superior; (b) with sample accomplished
questionnaire/ answer sheet
4 Developed summative tests: (a) with TOS reviewed
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
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 areas
with parents' or guardians' signature and date
of receipt
2. Minutes of PTA meetings or Parent-Teacher
conferences in all quarters with proof of
parents'/guardians' attendance
3. Report cards with parent's or guardian's signature
in all quarters supported by minutes of meeting
4. Communication with parents/ guardians using
various modalities
5. Anecdotal record showing entries per quarter
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
5. Advisorship of Co-curricular activities
6. Book or Journal Authorship/Co-
authorship/Contributorship
7. Coordinatorshhip/Chairpersonship
8. Coaching and mentoring learners in
competition
9. Mentoring pre-service/ in service teachers
annotations)
Pe
Objectives Means of Verification (MOV)

QET
1. Applied knowledge of content 1. Classroom observation tool (COT) rating sheet Quality
within and across curriculum and/or inter-observer agreement form about
teaching areas. knowledge content within and across
areas
within and across subject areas Efficiency
annotations)
Timeliness
Pe

QET
2. Used a range of teaching 1. Classroom observation tool (COT) rating sheet Quality
strategies that enhances learner and/or inter-observer agreement form about
achievement in literacy and teachig strategies that enhances learner
numeracy skills. achievement in literacy and numeracy skills
4. Performance tasks/test material(s) used in teaching
teaching
5. Results of assessment used in teaching Efficiency
annotations)
Timeliness
Pe

QET
3. Applied a range of teaching 1. Classroom observation tool (COT) rating sheet Quality
strategies to develop critical and/or inter-observer agreement form about
and creative thinking, as well as other teachig strategies to develop critical
higher-order thinking skills (HOTS). and creative thinking, as well as other HOTS
other HOTS
demonstration teaching Efficiency
annotations)
Timeliness
Pe

QET
4. Manage classroom structure 1. Classroom observation tool (COT) rating sheet Quality
to engage learners, individually or in and/or inter-observer agreement form about
management of classroom structure managing classroom structure that engages
groups, in meaningful exploration, learners in various activities
discovery and hands-on activities 2. Lesson plans/modified DLLs highlighting various
within a range of physical learning classroom management strategies that engage
environments. learners in activities/tasks in different physical
annotations)
Efficiency
Timeliness
Pe

QET
5. Managed learner behavior Classroom observation tool (COT) rating sheet Quality
constructively by applying positive and/or inter-observer agreement form about
and non-violent discipline to ensure teacher management of learner behavior
learning-focused environments using the following strategies
feedback
ideas/ opinions
annotations) Efficiency
Timeliness
Pe

QET
6. Used differentiated, 1. Classroom observation tool (COT) rating sheet Quality

developmentally appropriate learning and/or inter-observer agreement form about
experiences to address learners' using differentiated, developmentally appropriate
differences in gender, needs, strengths, learning experiences
interests and experiences. 2. Lesson plans/modified DLLs highlighting
gender, needs, strengths, interest and experiences Efficiency
annotations)
Timeliness
Pe

QET
QET
7. Planned, managed and 1. Classroom observation tool (COT) rating sheet Quality
implemented developmentally and/or inter-observer agreement form about
sequenced teaching and learning using developmentally sequenced teaching and
processes to meet curriculum learning process
requirements and varied teaching 2. Lesson plans/modified DLLs highlighting
contexts. developmentally sequenced instruction that
annotations) Efficiency
Timeliness
Pe

QET
8. Participated in collegial discussion 1. Personal notes of teacher on LACs/FDGs/ Quality

that use teacher and learner feedback meetings with proof of attendance
to enrich teaching practice. 2. Minutes of LAC/FGD sessions on use of teacher
annotations)
Efficiency
Timeliness
Pe

QET
9. Selected, developed, organized and 1. Classroom observation tool (COT) rating sheet Quality
used appropriate teaching and learning and/or inter-observer agreement form about
resources, including ICT, to address using appropriate teaching and learning
learning goals. resources, including ICT
Examples:
* Video clips
* Module
* Others
3. Others (Please specify and provide Efficiency
annotations)
Timeliness
Pe

QET
10. Designed, selected , 1. Classroom observation tool (COT) rating sheet Quality
organized and used and/or inter-observer agreement form about
diagnostic, formative and assessment using diagnostic, formative and assessment
strategies consistent with curriculum strategies
requirements 2. Prepared lesson plans/ modified DLLs highlighting
rubrics
annotations)
Efficiency
Timeliness
Pe

QET
11. Monitored and evaluated learner 1. Compilation of a learner's written work with Quality
progress and achievement using summary of results and with signature of parents
learner attainment data. 2. Formative/summative assessment tools with
mastered skills.
mastery
Efficiency
Timeliness
Pe

QET
12. Communicated promptly and 1. At least 3 samples of corrected test papers of Quality
clearly the learners' needs, the same 3 learners in the same learning areas
progress and achievement to key with parents' or guardians' signature and date
stakeholders, including of receipt
parents/guardians. 2. Minutes of PTA meetings or Parent-Teacher
various modalities
stakeholders.
Efficiency
Timeliness
Pe

QET
QET
13. Performed various related 1. Certificate of Recognition or Participation Quality

work/activities that contribute to the 2 Certificate of Training
teaching-learning process. 3. Certificate of Speakership
competition
annotations)
Efficiency
Timeliness
Performance Indicators
Very
Outstanding Satisfactory Unsatisfactory Poor
Satisfactory
(5) (4) (3) (2) (1)
Showed Showed Showed Showed No
knowledge of knowledge of knowledge of knowledge of acceptable
content and content and content and content and evidence
its integration its integration its integration its integration was shown
within and within and within and within and
across across across across
curriculum curriculum curriculum curriculum
teaching areas teaching areas teaching areas teaching areas
as shown in as shown in as shown in as shown in
MOV with a MOV with a MOV with a MOV with a
rating of rating of rating of rating of
7 6 5 4
Submitted at Submitted Submitted Submitted No
least 4 lessons 3 lessons 2 lessons 1 lesson acceptable
as evidenced as evidenced as evidenced as evidenced evidence
by MOV 1 and by MOV 1 and by MOV 1 and by MOV 1 and was 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
other given other given other given other given
MOV MOV MOV MOV
Very
Satisfactory
(5) (4) (3) (2) (1)
Facilitated Facilitated Facilitated Facilitated No
using different using different using different using different acceptable
teaching teaching teaching teaching evidence
strategies that strategies that strategies that strategies that was shown
promote promote promote promote
reading, writing reading, writing reading, writing reading, writing
and/or and/or and/or and/or
numeracy numeracy numeracy numeracy
skills as shown skills as shown skills as shown skills as shown
in MOV 1 with in MOV 1 with in MOV 1 with in MOV 1 with
a rating of a rating of a rating of a rating of
7 6 5 4
Submitted at Submitted Submitted Submitted No
least 4 3 2 1 acceptable
learner- learner- learner- learner- evidence
centered centered centered centered was shown
lessons as lessons as lessons as lessons as
evidently evidently evidently evidently
shown in MOV1 shown in MOV1 shown in MOV1 shown in
and supported and supported and supported any of the
by any 1 of the by any 1 of the by any 1 of the given MOV
other MOV other MOV other MOV
given given given
Very
Satisfactory
(5) (4) (3) (2) (1)
Used Used Facilitated Facilitated No
different different using different using different acceptable
strategies that strategies that strategies that strategies that was shown
develop develop promote promote
critical and critical and reading, writing reading, writing
creative creative and/or and/or
thinking and/or thinking and/or numeracy numeracy
other HOTS as other HOTS as skills as shown skills as shown
shown in MOV1 shown in MOV1 in MOV 1 with in MOV 1 with
with a rating of with a rating of a rating of a rating of
7 6 5 4
Submitted at Submitted at Submitted at Submitted at No
least 4 3 2 1 acceptable
lessons as lessons as lessons as lesson as evidence
evidenced by evidenced by evidenced by evidenced by was shown
MOV1 and MOV1 and MOV1 and any 1 of the
supported by supported by supported by given MOV
any 1 of the any 1 of the any 1 of the
other given other given other given
MOV MOV MOV
Very
Satisfactory
(5) (4) (3) (2) (1)
Used Used Used Used No
classroom classroom classroom classroom acceptable
management management management management evidence
strategies strategies strategies strategies was shown
that engage that engage that engage that engage
learners in learners in learners in learners in
activities/ activities/ activities/ activities/
tasks tasks tasks tasks
MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
rating of rating of rating of rating of
7 6 5 4
Submitted Submitted Submitted Submitted at No
at least 4 3 2 1 acceptable
lessons lessons lessons lesson as evidence
supported by supported by supported by evidenced by was shown
MOV and 1 of MOV and 1 of MOV and 1 of any 1 of the
the other the other the other given MOV
acceptable acceptable acceptable
MOV MOV MOV
Very
Satisfactory
(5) (4) (3) (2) (1)
Applied Applied Applied Applied No
teacher teacher teacher teacher acceptable
management management management management evidence
strategies strategies strategies strategies was shown
of learner of learner of learner of learner
behavior that behavior that behavior that behavior that
promote promote promote promote
positive and positive and positive and positive and
non-violent non-violent non-violent non-violent
discipline as discipline as discipline as discipline as
shown in MOV shown in MOV shown in MOV shown in MOV
submitted submitted submitted submitted
with a rating of with a rating of with a rating of with a rating of
7 6 5 4
Submitted Submitted Submitted Submitted at No
at least 4 at least 4 at least 4 1 of the given acceptable
of the given of the given of the given strategies evidence
strategies strategies strategies as observed in was shown
as observed in as observed in as observed in only 1 lesson
at least at least at least
4 3 2
lessons lessons lessons
Very
Satisfactory
(5) (4) (3) (2) (1)
Applied Applied Applied Applied No
differentated differentated differentated differentated acceptable
strategies to strategies to strategies to strategies to was shown
address address address address
learner learner learner learner
diversity as diversity as diversity as diversity as
shown in shown in shown in shown in
MOV 1 with MOV 1 with MOV 1 with MOV 1 with
7 7 7 7
Submitted Submitted Submitted Submitted No
differentated differentated differentated differentated evidence
teaching teaching teaching teaching was shown
strategies in strategies in strategies in strategy in
at least 2 at least 2 2 only 1
lessons as lessons as lessons as lesson as
evidenced by evidenced by evidenced by evidently
MOV 1 and MOV 1 and MOV 1 and shown in any
supported by supported by supported by 1 of the
any 1 of the any 1 of the any 1 of the other
other other other acceptable
acceptable acceptable acceptable MOV
MOV MOV MOV
Very
Satisfactory
(5) (4) (3) (2) (1)
Planned and Planned and Planned and Planned and No
implemented implemented implemented implemented acceptable
develop- develop- develop- develop- evidence
mentally mentally mentally mentally was shown
sequenced sequenced sequenced sequenced
teaching and teaching and teaching and teaching and
learning learning learning learning
process as process as process as process as
7 6 5 4
develop- develop- develop- develop- evidence
mentally mentally mentally mentally was shown
sequenced sequenced sequenced sequenced
teaching and teaching and teaching and teaching and
MOV 1 and MOV 1 and MOV 1 and any 1 of the
supported by supported by supported by given MOV
other given other given other given
MOV MOV MOV
Very
Satisfactory
(5) (4) (3) (2) (1)
Consistently Frequently Occasionally Rarely No
participated participated participated participated acceptable
in LACs/FGDs/ in LACs/FGDs/ in LACs/FGDs/ in LAC/FGD/ evidence
meetings to meetings to meetings to meeting to was shown
discuss discuss discuss discuss
teacher/ teacher/ teacher/ teacher/
learner learner learner learner
feedback to feedback to feedback to feedback to
enrich enrich enrich enrich
institution institution institution institution
the MOV the MOV the MOV the MOV
Participated in Participated in Participated in Participated in
at least 4 3 2 1
LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/
meetings as meetings as meetings as meetings as
shown in any shown in any shown in any shown in any
1 of the given 1 of the given 1 of the given 1 of the given
MOV MOV MOV MOV
Very
Satisfactory
(5) (4) (3) (2) (1)
Developed Developed Developed Developed No
and used and used and used and used acceptable
varied varied varied varied evidence
teaching and teaching and teaching and teaching and was shown
resources, resources, resources, resources,
including ICT, including ICT, including ICT, including ICT,
to address to address to address to address
learning goals learning goals learning goals learning goals
7 6 5 4
at least 4 3 2 any acceptable
varied varied varied teaching and evidence
teaching and teaching and teaching and learning was shown
learning learning learning resources,
resources, resources, resources, including ICT,
including ICT, including ICT, including ICT, as evidently
as evidently as evidently as evidently shown in any
shown in shown in shown in of the
MOV 1 and MOV 1 and MOV 1 and acceptable
supported by supported by supported by MOV
MOV MOV MOV
Very
Satisfactory
(5) (4) (3) (2) (1)
Designed, Designed, Designed, Designed, No
selected, selected, selected, selected, acceptable
organized and organized and organized and organized and evidence
used used used used was shown
diagnostic, diagnostic, diagnostic, diagnostic,
formative, and formative, and formative, and formative, and
summative summative summative summative
assessment assessment assessment assessment
strategies strategies strategies strategies
consistent consistent consistent consistent
with with with with
curriculum curriculum curriculum curriculum
requirements requirements requirements requirements
7 6 5 4
varied varied varied assessment evidence
assessment assessment assessment tool was shown
tools as tools as tools as evidently
evidently evidently evidently shown in
shown in shown in shown in any 1 of the
any 1 of the any 1 of the any 1 of the acceptable
acceptable acceptable acceptable MOV
MOV MOV MOV
Very
Satisfactory
(5) (4) (3) (2) (1)
monitored monitored monitored monitored acceptable
and evaluated and evaluated and evaluated and evaluated evidence
learner learner learner learner was shown
progress and progress and progress and progress and
achievement achievement achievement achievement
using learner using learner using learner using learner
attainment attainment attainment attainment
data as shown data as shown data as shown data as shown
in the MOV in the MOV in the MOV in the MOV
Submitted Submitted Submitted Submitted
Submitted a Submitted a Submitted a Submitted a No
combination of combination of combination of 1 acceptable
at least 4 3 2 acceptable evidence
of the of the of the MOV was shown
MOV MOV MOV
MOV were MOV were MOV were MOV was acceptable
distributed distributed distributed completed in evidence
across across across only was shown
4 3 2 1
quarters quarters quarters quarter
Very
Satisfactory
(5) (4) (3) (2) (1)
showed prompt showed prompt showed prompt showed prompt acceptable
and clear and clear and clear and clear evidence
communication communication communication communication was shown
of the learners' of the learners' of the learners' of the learners'
needs, needs, needs, needs,
progress and progress and progress and progress and
achievement achievement achievement achievement
to key to key to key to key
stakeholders stakeholders stakeholders stakeholders
including including including including
parents/ parents/ parents/ parents/
guardians as guardians as guardians as guardians as
the MOV the MOV the MOV the MOV
Submitted a Submitted a Submitted a Submitted a No
combination of combination of combination of 1 acceptable
at least 4 3 2 acceptable evidence
of the of the of the MOV was shown
MOV MOV MOV
MOV were MOV were MOV were MOV was acceptable
distributed distributed distributed completed in evidence
across across across only was shown
4 3 2 1
quarters quarters quarters quarter
Very
Satisfactory
(5) (4) (3) (2) (1)
Consistently Consistently Consistently Consistently No
performed performed performed performed acceptable
various various various various evidence
related related related related was shown
work/ work/ work/ work/
activities activities activities activities
that that that that
contribute contribute contribute contribute
to the to the to the to the
teaching teaching teaching teaching
shown in the shown in the shown in the shown in the
MOVsubmitted MOVsubmitted MOVsubmitted MOVsubmitted
at least 4 only 3 only 2 any 1 of the acceptable
different kinds different kinds different kinds acceptable evidence
of acceptable of acceptable of acceptable MOV was shown
MOV MOV MOV
Republic of the Philippines
Schools Division of Tacloban City
SAGKAHAN NATIONAL HIGH SCHOOL
Tacloban City
ANNUAL IMPLEMENTATION PLAN (AIP)
INDIVIDUAL MONITORING, EVALUATION, AND AD
Name of Teacher : LEONIEL A. TERAZA
Programs & PHYSICAL/PLANNED OUTPUT

Projects Objectives
KRA: Content Knowledge and Development

1. Applied knowledge of content 1. Classroom observation tool (COT) rating sheet
within and across curriculum and/or inter-observer agreement form about
teaching areas. knowledge content within and across
areas
annotations)
2. Used a range of teaching 1. Classroom observation tool (COT) rating sheet
strategies that enhances learner and/or inter-observer agreement form about
achievement in literacy and teachig strategies that enhances learner
numeracy skills. achievement in literacy and numeracy skills
teaching
annotations)
3. Applied a range of teaching 1. Classroom observation tool (COT) rating sheet
strategies to develop critical and/or inter-observer agreement form about
and creative thinking, as well as other teachig strategies to develop critical
higher-order thinking skills (HOTS). and creative thinking, as well as other HOTS
other HOTS
demonstration teaching
annotations)
KRA: Learning Environment and Diversity of Learners
4. Manage classroom structure 1. Classroom observation tool (COT) rating sheet
to engage learners, individually or in and/or inter-observer agreement form about
management of classroom structure managing classroom structure that engages
groups, in meaningful exploration, learners in various activities
discovery and hands-on activities 2. Lesson plans/modified DLLs highlighting various
within a range of physical learning classroom management strategies that engage
environments. learners in activities/tasks in different physical
annotations)
5. Managed learner behavior Classroom observation tool (COT) rating sheet
constructively by applying positive and/or inter-observer agreement form about
and non-violent discipline to ensure teacher management of learner behavior
learning-focused environments using the following strategies
feedback
ideas/ opinions
annotations)
6. Used differentiated, developmentally 1. Classroom observation tool (COT) rating sheet
appropriate learning and/or inter-observer agreement form about
experiences to address learners' using differentiated, developmentally appropriate
differences in gender, needs, strengths, learning experiences
interests and experiences. 2. Lesson plans/modified DLLs highlighting
annotations)
KRA: Curriculum and Planning
7. Planned, managed and 1. Classroom observation tool (COT) rating sheet
implemented developmentally and/or inter-observer agreement form about
sequenced teaching and learning using developmentally sequenced teaching and
processes to meet curriculum learning process
requirements and varied teaching 2. Lesson plans/modified DLLs highlighting
contexts. developmentally sequenced instruction that
annotations)
8. Participated in collegial discussion 1. Personal notes of teacher on LACs/FDGs/
that use teacher and learner feedback meetings with proof of attendance
to enrich teaching practice. 2. Minutes of LAC/FGD sessions on use of teacher
annotations)
9. Selected, developed, organized and 1. Classroom observation tool (COT) rating sheet
used appropriate teaching and learning and/or inter-observer agreement form about
resources, including ICT, to address using appropriate teaching and learning
learning goals. resources, including ICT
Examples:
* Video clips
* Module
* Others
annotations)
KRA: Assessment and Reporting
10. Designed, selected , 1. Classroom observation tool (COT) rating sheet
organized and used and/or inter-observer agreement form about
diagnostic, formative and assessment using diagnostic, formative and assessment
strategies consistent with curriculum strategies
requirements 2. Prepared lesson plans/ modified DLLs highlighting
rubrics
6 Others (Please specify and provide
annotations)
11. Monitored and evaluated learner 1. Compilation of a learner's written work with
progress and achievement using summary of results and with signature of parents
learner attainment data. 2. Formative/summative assessment tools with
mastered skills.
mastery
12. Communicated promptly and 1. At least 3 samples of corrected test papers of
clearly the learners' needs, the same 3 learners in the same learning areas
progress and achievement to key with parents' or guardians' signature and date
stakeholders, including of receipt
parents/guardians. 2. Minutes of PTA meetings or Parent-Teacher
various modalities
stakeholders.
TOTAL
KRA: Plus Factor

13. Performed various related 1. Certificate of Recognition or Participation
work/activities that contribute to the 2 Certificate of Training
teaching-learning process. 3. Certificate of Speakership
competition
annotations)
VALUE ADDED LESSONS LEA
ISSUES AND RESOLUTIONS

CATEGORY ISSUES WITHIN UNIT CONTROL PROPOSED RESOLUTION
TECHNICAL
FINANCIAL
POLITICAL
SOCIAL
GENDER
Prepared by Recommeding Approval:
LEONIEL A. TERAZA VILMA L. GUIAL

T III Head Teacher VI, Mathematics Department
Republic of the Philippines
Schools Division of Tacloban City
SAGKAHAN NATIONAL HIGH SCHOOL
Tacloban City
LEMENTATION PLAN (AIP) SY 2019-2020
NG, EVALUATION, AND ADJUSTMENT (Quarter 1)
A Position: T III
Target Physical Accomplishment % Accom. Rating GAIN GAP

fication (MOV)
TOTAL
(Quantity) April May June vs Target Q E T
l (COT) rating sheet

ement form about
1 0 0%
and across
s developed
content knowledge 1 0 0%
areas
hlighting mastery of
in other subject 1 0 0%
terial(s) used in
content knowledge 1 0 0%
areas
provide
0 0%

ement form about
1 0 0%
ances learner
d numeracy skills
s used in teaching
ed strategies that 1 0 0%
umeracy skills
hlighting learner-
omote literacy 1 0 0%
terial(s) used in
1 0
d in teaching 1
provide
0 0%

ement form about
1 0 0%
op critical
ell as other HOTS
s used in teaching
ing strategies that
1 0 0%
e thinking and/or
hlighting different
velop critical and 1 0 0%
her HOTS
terial(s) used in
1 0 0%
d in teaching 1
provide
0 0%

ement form about
1 0 0%
ure that engages
s
s highlighting various
rategies that engage
1 0 0%
n different physical
provide
0 0%
OT) rating sheet

ent form about
er behavior
Giving positive
uidelines 1 0 0%
ve participation
xpress their
nities to learners
to ask questions
and provide
ement form about
1 0 0%
opmentally appropriate
s highlighting
product, process, learning
1 0 0%
ording to learners'
nterest and experiences
eloped highlighting
product, process, learning
1 0 0%
ording to learners'
nterest and experiences
provide
0 0%

ement form about
1 0 0%
uenced teaching and
s highlighting
d instruction that 1 0 0%
varied teaching contexts
d to implement
d teeaching and learning
1 0 0%
m requirements and
provide
0 0%
on LACs/FDGs/
1 0 0%
endance
ns on use of teacher
rich teaching practice 1 0 0%
provide
0 0%

ement form about
and learning
heets/ Work sheets 1 0 0%

ons
ention Materials
s
1 0 0%
nal materials appended
provide
0 0%

ement form about
1 0 0%
and assessment
dified DLLs highlighting

1 0 0%
ve assessment strategies
: (a) with TOS reviewed
e accomplished 1 0 0%
et
s: (a) with TOS reviewed
e accomplished 1 0 0%
et
sks: (a) with rubrics
with sample accomplished 1 0 0%
provide
0 0%
written work with

1 0 0%
th signature of parents
ssment tools with
rs with identified least 1 0 0%
ts 1
Ls showing index of
1 0 0%
provide annotations) 0 0%
cted test papers of
same learning areas
1 0 0%
signature and date
r Parent-Teacher
with proof of 1 0 0%
ance
or guardian's signature
1 0 0%
y minutes of meeting
nts/ guardians using
1 0 0%
entries per quarter

learners' needs,
1 0 0%
1 0 0%
submitted to other
TOTAL 41 0 0 0 0 0%
or Participation
r activities
p/Co-
p
sonship
arners in
service teachers
LESSONS LEARNED
ISSUES AND RESOLUTIONS

OPOSED RESOLUTION ISSUES FOR ATTENTION OF HIGHER MANAGEMENT/EXTERNAL STAKEHOLDERS
eding Approval: Approved:
VILMA L. GUIAL IMELDA A. MAJADILLAS, Ph.D.

Head Teacher VI, Mathematics Department Secondary School Principal IV
T III
Implementation
Issues/Reasons
MENT/EXTERNAL STAKEHOLDERS
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (I
Name of Employee: LEONIEL A. TERAZA

Position: Teacher III
Bureau/Center/Service/Division: DepEd - Tacloban City; Sagkahan NHS
Rating Period: 2019 - 2020
TO BE FILLED OUT DURING PLANNIG
Timeline Weight Very
MFOs KRAs Objectives Outstanding
per QET Satisfactory
KRA (5) (4)
Basic 1. Content 1. Applied knowledge of content 22.50% Quality Showed Showed
Education Knowledge within and across curriculum knowledge of knowledge of
Services and teaching areas. content and content and
Pedagogy 7.50% its integration its integration
within and within and
across across
curriculum curriculum
teaching areas teaching areas
as shown in as shown in
MOV with a MOV with a
rating of rating of
7 6
Efficiency Submitted at Submitted
least 4 lessons 3 lessons
as evidenced as evidenced
by MOV 1 and by MOV 1 and
supported by supported by
any 1 of the any 1 of the
other given other given
MOV MOV
Timeliness
2. Used a range of teaching Quality Facilitated Facilitated
strategies that enhances learner using different using different
achievement in literacy and teaching teaching
numeracy skills. strategies that strategies that
7.50% promote promote
reading, writing reading, writing
MFOs KRAs Objectives
QET
KRA (5) (4)
and/or and/or
numeracy numeracy
skills as shown skills as shown
in MOV 1 with in MOV 1 with
a rating of a rating of
7 6
Efficiency Submitted at Submitted
least 4 3
learner- learner-
centered centered
lessons as lessons as
evidently evidently
shown in MOV1 shown in MOV1
and supported and supported
by any 1 of the by any 1 of the
other MOV other MOV
given given
Timeliness
3. Applied a range of teaching Quality Used Used
strategies to develop critical different different
and creative thinking, as well as other teaching teaching
higher-order thinking skills (HOTS). strategies that strategies that
7.50% develop develop
critical and critical and
creative creative
thinking and/or thinking and/or
other HOTS as other HOTS as
shown in MOV1 shown in MOV1
with a rating of with a rating of
7 6
Efficiency Submitted at Submitted at
least 4 3
evidenced by evidenced by
MOV1 and MOV1 and
KRA (5) (4)
MOV MOV
Timeliness
2. Learning 4. Manage classroom structure 22.50% Quality Used Used
Environment to engage learners, individually or in classroom classroom
and management of classroom structure management management
Diversity of groups, in meaningful exploration, strategies strategies
Learners discovery and hands-on activities that engage that engage
within a range of physical learning learners in learners in
environments. activities/ activities/
7.50% tasks tasks
MOV 1 with a MOV 1 with a
rating of rating of
7 6
Efficiency Submitted Submitted
at least 4 3
lessons lessons
MOV and 1 of MOV and 1 of
the other the other
acceptable acceptable
MOV MOV
Timeliness
5. Managed learner behavior Quality Applied Applied
constructively by applying positive teacher teacher
and non-violent discipline to ensure management management
learning-focused environments strategies strategies
7.50% of learner of learner
behavior that behavior that
promote promote
positive and positive and
non-violent non-violent
discipline as discipline as
shown in MOV shown in MOV
submitted submitted
KRA (5) (4)
7 6
at least 4 at least 4
of the given of the given
strategies strategies
as observed in as observed in
at least at least
4 3
lessons lessons
Timeliness
6. Used differentiated, Quality Applied Applied
developmentally appropriate learning differentated differentated
experiences to address learners' teaching teaching
differences in gender, needs, strengths, strategies to strategies to
interests and experiences. address address
7.50% learner learner
diversity as diversity as
shown in shown in
MOV 1 with MOV 1 with
7 7
at least 4 3
differentated differentated
teaching teaching
strategies in strategies in
at least 2 at least 2
evidenced by evidenced by
MOV 1 and MOV 1 and
other other
MOV MOV
Timeliness
3. Curriculum 7. Planned, managed and 22.50% Quality Planned and Planned and
KRA (5) (4)
and implemented developmentally implemented implemented
Planning sequenced teaching and learning develop- develop-
processes to meet curriculum mentally mentally
requirements and varied teaching sequenced sequenced
contexts. teaching and teaching and
7.50% learning learning
process as process as
shown in shown in
7 6
at least 4 3
develop- develop-
mentally mentally
sequenced sequenced
teaching and teaching and
learning learning
evidently evidently
shown in shown in
MOV 1 and MOV 1 and
MOV MOV
Timeliness
8. Participated in collegial discussion Quality Consistently Frequently

that use teacher and learner feedback participated participated
to enrich teaching practice. in LACs/FGDs/ in LACs/FGDs/
7.50% meetings to meetings to
discuss discuss
teacher/ teacher/
learner learner
feedback to feedback to
enrich enrich
institution institution
KRA (5) (4)
the MOV the MOV
submitted submitted
Efficiency Participated in Participated in
at least 4 3
LACs/FGDs/ LACs/FGDs/
meetings as meetings as
evidently evidently
shown in any shown in any
1 of the given 1 of the given
MOV MOV
Timeliness
9. Selected, developed, organized and Quality Developed Developed

used appropriate teaching and learning and used and used
resources, including ICT, to address varied varied
learning goals. teaching and teaching and
7.50% learning learning
resources, resources,
including ICT, including ICT,
to address to address
learning goals learning goals
7 6
at least 4 3
varied varied
learning learning
as evidently as evidently
shown in shown in
MOV 1 and MOV 1 and
KRA (5) (4)
MOV MOV
Timeliness
4. 10. Designed, selected , 22.50% Quality Designed, Designed,
Assessment organized and used diagnostic selected, selected,
and formative and assessment organized and organized and
Reporting strategies consistent with used used
curriculum quirements diagnostic, diagnostic,
7.50% formative, and formative, and
summative summative
assessment assessment
consistent consistent
with with
requirements requirements
7 6
at least 4 3
varied varied
tools as tools as
evidently evidently
shown in shown in
MOV MOV
Timeliness
11. Monitored and evaluated learner Quality Consistently Frequently

progress and achievement using monitored monitored
learner attainment data. and evaluated and evaluated
7.50% learner learner
progress and progress and
achievement achievement
KRA (5) (4)
using learner using learner
attainment attainment
data as shown data as shown
in the MOV in the MOV
Submitted Submitted
Efficiency Submitted a Submitted a
combination of combination of
at least 4 3
of the of the
MOV MOV
Timeliness Submitted Submitted
MOV were MOV were
distributed distributed
across across
4 3
quarters quarters
12. Communicated promptly Quality Consistently Frequently
and clearly the learners' needs, showed prompt showed prompt
progress and achievement to and clear and clear
key stakeholders, including communication communication
parents/guardians. of the learners' of the learners'
7.50% needs, needs,
to key to key
stakeholders stakeholders
including including
parents/ parents/
guardians as guardians as
shown in shown in
the MOV the MOV
submitted submitted
Efficiency Submitted a Submitted a
combination of combination of
at least 4 3
of the of the
KRA (5) (4)
MOV MOV
Timeliness Submitted Submitted
MOV were MOV were
distributed distributed
across across
4 3
quarters quarters
5. Plus 13. Performed various related 10% Quality Consistently Consistently
Factor work/activities that contribute performed performed
to the teaching-learning process various various
10% related related
work/ work/
activities activities
that that
contribute contribute
to the to the
teaching teaching
learning learning
shown in the shown in the
MOVsubmitted MOVsubmitted
at least 4 only 3
different kinds different kinds
of acceptable of acceptable
MOV MOV
Timeliness
LEONIEL A. TERAZA IMELDA A. MAJADILLAS, Ph.D.

Teacher III Secondary School Principal IV
Rater Ratee
NICETA L. GALURA, Ph.D.,LL.B.

Public Schools District Supervisor, DLC VIII
Approving Authority
COMPETENCIES
CORE BEHAVIORAL COMPETENCIES

Self - Management
1. Sets personal goals and directions, needs and development.
2. Understands personal action and behavior that are clear and purposive and takes
into account personal goals and values congruent to that of the organization.
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals.
4
4. Prioritize works tasks and schedules (through Gantt chants, checklists, etc.) to
achieve goals.
5. Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics
1. Demonstrates the values and behavior enshrined in the Norms and Conduct and
Ethical Standards for Public Officials and Employees (RA 6713).
2. Practice ethical and professional behavior and conduct taking into account the
impact of his/her actions and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and
punctuality, good grooming and communication.
4. Makes personal sacrifices to meet the organization's needs.
4
5. Act with a sense of urgency and responsibility to meet the organization's needs,
improve system and help others improve their effectiveness.
Result Focus
1. Achieves results with optimal use of time and resources most of the time.
2. Avoid rework, mistakes, and wastage through effective work methods by placing
organizational needs before personal needs.
3. Delivers error-free outputs most of the time by conforming to standard operating
procedures correctly and consistently. Able to produce very satisfactory quality work
in terms of usefulness/acceptability and completeness with no supervision required.
4. Expresses a desire to do better and may express frustration at waste or inefficiency.
4
May focus on new or more precise ways of meeting goals set.
5. Makes specific changes in the system or in own work methods to improve
performance. Examples may include doing something better, faster, at a lower cost,
more efficiently, or improving quality, customer satisfaction, morale, without setting
any specific goal.
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrate; 1 - Rarely demonstrate
PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs
(Recommended Developmental Interv
A. Functional Competencies
B. Core Behavioral Competencies
Feedback:
LEONIEL A. TERAZA IMELDA A. MAJADILLAS, Ph.D.

RATEE RATER
AND REVIEW FORM (IPCRF) for Teacher I - III
Name of Rater: IMELDA A. MAJADILLAS, Ph.D.

Position: Secondary School Principal IV
Date of Review:
TO BE FILLED OUT DURING EVALUATION
Actual Rating
Satisfactory Unsatisfactory Poor Score
Results
(3) (2) (1) Q E T Ave
Showed Showed No 5 5 5 0.375
knowledge of knowledge of acceptable
content and content and evidence
its integration its integration was shown
within and within and
across across
teaching areas teaching areas
MOV with a MOV with a
rating of rating of
5 4
Submitted Submitted No
2 lessons 1 lesson acceptable
as evidenced as evidenced evidence
by MOV 1 and by MOV 1 and was shown
MOV MOV
Facilitated Facilitated No 5 5 5 0.375

using different using different acceptable
teaching teaching evidence
strategies that strategies that was shown
promote promote
Performance Indicators Score
Actual Rating
Satisfactory Unsatisfactory Poor
Results
Score
Results
(3) (2) (1) Q E T Ave
and/or and/or
numeracy numeracy
5 4
2 1 acceptable
learner- learner- evidence
centered centered was shown
evidently evidently
shown in MOV1 shown in
and supported any of the
by any 1 of the given MOV
other MOV
given
Facilitated Facilitated No 5 5 5 0.375

using different using different acceptable
strategies that strategies that was shown
promote promote
and/or and/or
numeracy numeracy
5 4
Submitted at Submitted at No
2 1 acceptable
lessons as lesson as evidence
evidenced by evidenced by was shown
MOV1 and any 1 of the
supported by given MOV
any 1 of the
Actual Rating
Results
(3) (2) (1) Q E T Ave
other given
MOV
Used Used No 5 5 5 0.375
classroom classroom acceptable
management management evidence
strategies strategies was shown
that engage that engage
learners in learners in
activities/ activities/
tasks tasks
MOV 1 with a MOV 1 with a
rating of rating of
5 4
Submitted Submitted at No
2 1 acceptable
lessons lesson as evidence
supported by evidenced by was shown
MOV and 1 of any 1 of the
the other given MOV
acceptable
MOV
Applied Applied No 5 5 5 0.375

teacher teacher acceptable
management management evidence
strategies strategies was shown
of learner of learner
behavior that behavior that
promote promote
positive and positive and
non-violent non-violent
discipline as discipline as
shown in MOV shown in MOV
submitted submitted
Actual Rating
Results
(3) (2) (1) Q E T Ave
5 4
Submitted Submitted at No
at least 4 1 of the given acceptable
of the given strategies evidence
strategies as observed in was shown
as observed in only 1 lesson
at least
2
lessons
Applied Applied No 5 5 5 0.375

differentated differentated acceptable
strategies to strategies to was shown
address address
learner learner
diversity as diversity as
shown in shown in
7 7
3 1 acceptable
differentated differentated evidence
teaching teaching was shown
strategies in strategy in
2 only 1
lessons as lesson as
evidenced by evidently
MOV 1 and shown in any
supported by 1 of the
any 1 of the other
other acceptable
acceptable MOV
MOV
Planned and Planned and No 5 5 5 0.375

Actual Rating
Results
(3) (2) (1) Q E T Ave
implemented implemented acceptable
develop- develop- evidence
mentally mentally was shown
sequenced sequenced
learning learning
shown in shown in
5 4
2 1 acceptable
develop- develop- evidence
mentally mentally was shown
sequenced sequenced
learning learning
evidently evidently
shown in shown in
MOV 1 and any 1 of the
supported by given MOV
any 1 of the
other given
MOV
Occasionally Rarely No 5 5 5 0.375

participated participated acceptable
in LACs/FGDs/ in LAC/FGD/ evidence
meetings to meeting to was shown
discuss discuss
teacher/ teacher/
learner learner
feedback to feedback to
enrich enrich
institution institution
Actual Rating
Results
(3) (2) (1) Q E T Ave
the MOV the MOV
submitted submitted
Participated in Participated in
2 1
LACs/FGDs/ LAC/FGD/
meetings as meetings as
evidently evidently
shown in any shown in any
1 of the given 1 of the given
MOV MOV
Developed Developed No 5 5 5 0.375

and used and used acceptable
varied varied evidence
5 5 5 0.375
teaching and teaching and was shown

learning learning
to address to address
learning goals learning goals
5 4
2 any acceptable
varied teaching and evidence
teaching and learning was shown
learning resources,
resources, including ICT,
including ICT, as evidently
as evidently shown in any
shown in of the
MOV 1 and acceptable
supported by MOV
any 1 of the
Actual Rating
Results
(3) (2) (1) Q E T Ave
acceptable
MOV
Designed, Designed, No 5 5 5 0.375

selected, selected, acceptable
organized and organized and evidence
used used was shown
diagnostic, diagnostic,
formative, and formative, and
summative summative
consistent consistent
with with
requirements requirements
5 4
2 1 acceptable
varied assessment evidence
assessment tool was shown
tools as evidently
evidently shown in
shown in any 1 of the
any 1 of the acceptable
acceptable MOV
MOV
Occasionally Rarely No 5 5 5 5 0.375

monitored monitored acceptable
and evaluated and evaluated evidence
learner learner was shown
Actual Rating
Results
(3) (2) (1) Q E T Ave
using learner using learner
attainment attainment
data as shown data as shown
in the MOV in the MOV
Submitted Submitted
Submitted a Submitted a No
combination of 1 acceptable
2 acceptable evidence
of the MOV was shown
acceptable
MOV
MOV were MOV was acceptable
distributed completed in evidence
across only was shown
2 1
quarters quarter
Occasionally Rarely No 5 5 5 5 0.375
showed prompt showed prompt acceptable
and clear and clear evidence
communication communication was shown
of the learners' of the learners'
needs, needs,
to key to key
stakeholders stakeholders
including including
parents/ parents/
guardians as guardians as
shown in shown in
the MOV the MOV
submitted submitted
Submitted a Submitted a No
combination of 1 acceptable
2 acceptable evidence
of the MOV was shown
Actual Rating
Results
(3) (2) (1) Q E T Ave
acceptable
MOV
MOV were MOV was acceptable
distributed completed in evidence
across only was shown
2 1
quarters quarter
Consistently Consistently No 5 5 5 0.5
performed performed acceptable
various various evidence
related related was shown
work/ work/
activities activities
that that
contribute contribute
to the to the
teaching teaching
learning learning
shown in the shown in the
MOVsubmitted MOVsubmitted
only 2 any 1 of the acceptable
different kinds acceptable evidence
of acceptable MOV was shown
MOV
RATING FOR OVERALL
ACCOMPLISHMENTS Outstanding 5.000
ADJECTIVAL RATING EQUIVALENCE

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
TENCIES
Teamwork
1. Willingly does his/her share of responsibility.
2. Promotes collaboration and removes barrier to teamwork and
goal accomplishment across the organization.
3. Applies negotiation principles in arriving at win-win agreements.
4
4. Drives consensus and team ownership of decisions.
5. Works constructively and collaboratively with others and across
organization goals and objectives.
Service Orientation
1. Can explain and articulate organizational directions, issues and
problem.
2. Takes personal responsibility for dealing with and/or correcting
customer service issues and concerns.
3. Initiates activities that promote advocacy for men and women
empowerment.
4
4. Participates in updating office vision, mission, mandates and
strategies based on DEPED strategies and directions.
5. Develops and adopts service improvement program through
simplified procedures that will further enhance service delivery.
Innovation
1. Examines the root cause of problems and suggests effective
solutions, ideas, processes and suggests better ways to do things
(cost and/or operational efficiency).
2. Demonstrates an ability to think "beyond the box." Continuously
focuses on improving personal productivity to create higher value
and results.
3. Promotes a creative climate and inspires co-workers to develop
4
original ideas or solutions.
4. Translates creative thinking into tangible changes and solutions
that improv the work unit and organization.
5. Uses ingenious methods to accomplish responsibilities. Demon-
strates resourcefulness and the ability to succeed with minimal
resources.
rate; 1 - Rarely demonstrate
ENT PLANS
Action Plan Resources

Timeline
ded Developmental Intervention) Needed
JADILLAS, Ph.D. NICETA L. GALURA, Ph.D.,LL.B.

ool Principal IV Public Schools District Supervisor, DLC VIII
TER APPROVING AUTHORITY
COT Computation for RPMS Quality of T I -

Position: T III
Learning Area: MATHEMATICS 10
School Year: S.Y. 2019 - 2020
COT 1 COT 2 COT 3

COT Indicator COT RPMS COT RPMS COT
Rating 5Pt Scale Rating 5Pt Scale Rating
1 7 5 7 5 7
2 6 4 7 5 7
3 5 3 6 4 6
4 4 2 5 3 5
5 3 1 4 2 4
RATEE
for RPMS Quality of T I - III
Date of COT1: June 20,2019

Date of COT2: August 20, 2019
Date of COT3: December 20, 2019
Date of COT4: February 20, 2019
COT 3 COT 4 RMPS RPMS-

RPMS COT RPMS Rating Quality IPCRF
5Pt Scale Rating 5Pt Scale for Objective No.
5 7 5 5.000 5 1
5 7 5 4.750 5 3
4 6 4 3.750 4 4
3 5 3 2.750 3 5
2 4 2 1.750 2 7
RATER
SUGGESTED MID-YEAR REVIEW FORM (MRF)

Position: Teacher III
Bureau/Center/Service/Division: DepEd - Tacloban City; Sagkahan NHS
Rating Period: 2019 - 2020
Weight Performance
MFO KRAs Objectives Timeline per MOV Target
KRA
Quality
Efficiency
Timeliness
*Please see attached list of MOV
LEONIEL A. TERAZA IMELDA A. MAJADILLAS, P

RATEE RATER
EW FORM (MRF)
Name of Rater: IMELDA A. MAJADILLAS, Ph.D.

Position: Secondary School Principal IV
Date of Review: 0
Mid-Year Review/Rating
Ratee (Teacher) Rater (Principal) Mid-Year Review Results
Rating Remarks Rating Remarks
LDA A. MAJADILLAS, Ph.D. NICETA L. GALURA, Ph.D.,LL.B.

econdary School Principal IV Public Schools District Supervisor, DLC VIII
RATER APPROVING AUTHORITY
PERFORMANCE MONITORING AND COACHING
DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT

NG AND COACHING FORM
IMPACT ON JOB/ACTION SIGNATURE
OUTPUT
PLAN RATER/RATEE
ANNOTATION TEMPLATE
Description of the MOV
Obejctives Means of Verification (MOV)
Presented
TEMPLATE
tion of the MOV
Annotations
resented

RPMS Tool For T I III

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RPMS Tool for Teacher I - III

POSITION AND COMPETENCY PROFILE

Name of Employee Leoniel A. Teraza

Major Final Outputs Key Result Areas

2. Used a range of teaching

3. Applied a range of teaching

5. Managed learner behavior

6. Used differentiated, developmentally

7. Planned, managed and

8. Participated in collegial discussion

9. Selected, developed, organized and

10. Designed, selected ,

12. Communicated promptly and

13. Performed various related

LE PCP No. _________ Revision Code: 00

atics Department Effectivity Date January 21, 2013

or Bachelor's degree plus 18 units in Education

nd improve school performance

Means of Verification (MOV)

Objectives Means of Verification (MOV)

Objectives Means of Verification (MOV)

Objectives Means of Verification (MOV)

Objectives Means of Verification (MOV)

Objectives Means of Verification (MOV)

Objectives Means of Verification (MOV)

6. Used differentiated, 1. Classroom observation tool (COT) rating sheet Quality

Objectives Means of Verification (MOV)

Objectives Means of Verification (MOV)

8. Participated in collegial discussion 1. Personal notes of teacher on LACs/FDGs/ Quality

Objectives Means of Verification (MOV)

Objectives Means of Verification (MOV)

Objectives Means of Verification (MOV)

Objectives Means of Verification (MOV)

Objectives Means of Verification (MOV)

13. Performed various related 1. Certificate of Recognition or Participation Quality

Name of Teacher : LEONIEL A. TERAZA

Programs & PHYSICAL/PLANNED OUTPUT

KRA: Content Knowledge and Development

KRA: Plus Factor

VALUE ADDED LESSONS LEA

ISSUES AND RESOLUTIONS

Prepared by Recommeding Approval:

LEONIEL A. TERAZA VILMA L. GUIAL

Target Physical Accomplishment % Accom. Rating GAIN GAP

l (COT) rating sheet

l (COT) rating sheet

l (COT) rating sheet

l (COT) rating sheet

OT) rating sheet

l (COT) rating sheet

l (COT) rating sheet

heets/ Work sheets 1 0 0%

l (COT) rating sheet

dified DLLs highlighting

written work with

entries per quarter

ISSUES AND RESOLUTIONS

eding Approval: Approved:

VILMA L. GUIAL IMELDA A. MAJADILLAS, Ph.D.

Name of Employee: LEONIEL A. TERAZA

8. Participated in collegial discussion Quality Consistently Frequently

9. Selected, developed, organized and Quality Developed Developed

11. Monitored and evaluated learner Quality Consistently Frequently