RPMS TOOL for TEACHER I-III

(Proficient Teachers)

Name of Employee: RHEINJOHN A. SAMPANG Position: Teacher III

School: BEGANG NATIONAL HIGH SCHOOL Salary Grade: SG-13/Step 1
District: NORTH Effectivity Date:08/05/95

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

Department of Education
Position Title Teacher -III Salary Grade SG-13/Step 1
Parenthetical Title
Office Unit Effectivity Dat 08/05/95
Reports to ARNEL B. HAJAN, Ed. D. Page/s
Position Supervised

JOB SUMMARY

QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Secondary Education plus 32
units in Masters of Arts in English

Experience 23 years

Eligibility PBET/LET Passer

Trainings NON-REQUIRED
B. Preferred Qualifications

Education BSE Graduate with 32 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.
Facilitates learning using appropriate and innovative teaching strategies and classroom
2.
management practices.
3. Manages an environment conducive to learning.
4. Addresses learner diversity.
5. Implements and supervises curricular programs to support learning.
Monitors and evaluates learner progress and undertake activities to improve learner
6.
performance.
7. Maintains and updated records of learners' progress.
8. Counsels and guides learners.
 Works with relevant stakeholders, both internal and external, to promote learning and improve
9.
school performance.
10. Undertakes activities towards personal and professional growth.
11. Does related work.

Page 1 of 1
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
Name of Employee: RHEINJOHN A. SAMPANG Name of Rater: ARNEL B. HAJAN, Ed.D.
Position: TEACHER III Position: PRINCIPAL II
District/School: BEGANG NATIONAL HIGH SCHOOL Date of Review: APRIL 5, 2019
Rating Period: JUNE 2018-APRIL 2019

TO BE FILLED OUT DURING

TO BE FILLED OUT DURING PLANNING EVALUATION
PERFORMANCE INDICATORS ACTU RATING
WEIGHT AL
KRAs OBJECTIVES TIMELINE
PER KRA RESU
QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Q E T AVE
LTS
1. CONTENT 1. Applied Showed knowledge of Showed knowledge of Showed knowledge of Showed knowledge of No acceptable
knowledge of content and its content and its content and its content and its evidence was shown
KNOWLEDGE integration within and integration within and integration within and integration within and
content within
AND Quality across subject areas across subject areas across subject areas across subject areas 5
and across as shown in MOV1 as shown in MOV1 as shown in MOV1 as shown in MOV1
PEDAGOGY curricuoum with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
teaching areas.
June 2018 to
April 2019
10.0% Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 the No acceptable 5
leassons using MOV 1 leassons using MOV 1 leassons using MOV 1 given MOV evidence was shown
and supported by any and supported by any and supported by any
Efficiency 1of the other given 1of the other given 1of the other given 5
MOV MOV MOV

Timeliness

2. Used a range of Facilitated using Facilitated using Facilitated using Facilitated using No acceptable
teaching different teaching different teaching different teaching different teaching evidence was shown
strategies that promote strategies that promote strategies that promote strategies that promote
strategies that
reading, writing and/or reading, writing and/or reading, writing and/or reading, writing and/or
enhance learner Quality numeracy skills as numeracy skills as numeracy skills as numeracy skills as 5
achievement in shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with
literacy and a rating of 7 a rating of 6 a rating of 5 a rating of 4
numeracy skills.
June 2018 to
April 2019
10.0% Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 learner- No acceptable
5
learner-centered learner-centered learner-centered centered lesson as evidence was shown
lessons as shown in lessons as shown in lessons as shown in evidently shown in any
Efficiency MOV 1 and supported MOV 1 and supported MOV 1 and supported 1 of the given MOV 5
by any 1 of the other by any 1 of the other by any 1 of the other
MOV given MOV given MOV given

Timeliness

3. Applied a range Used different Used different Used different Used different No acceptable
of teaching teaching strategies teaching strategies teaching strategies teaching strategies evidence was shown
that develop critical that develop critical that develop critical that develop critical
strategies to
Quality and creative thinking and creative thinking and creative thinking and creative thinking 5
develop critical and/or other HOTS as and/or other HOTS as and/or other HOTS as and/or other HOTS as
and creative shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with
thinkling, as well a rating of 7 a rating of 6 a rating of 5 a rating of 4
as other higher- June 2018 to
order thinking April 2019
7.5% Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 lesson as No acceptable 5
lessons as evidenced lessons as evidenced lessons as evidenced evidenced by any 1 of evidence was shown
skills. by MOV 1 and by MOV 1 and by MOV 1 and the given MOV
Efficiency supported by any 1 of supported by any 1 of supported by any 1 of 5
the other given MOV the other given MOV the other given MOV

Timeliness

2 LEARNING 4. Managed Used classroom Used classroom Used classroom Used classroom No acceptable
classroom management management management management evidence was shown
ENVIRONM strategies that engage strategies that engage strategies that engage strategies that engage
ENT AND structure to
learners in learners in learners in learners in
DIVERSITY engage learners, Quality
activities/tasks as activities/tasks as activities/tasks as activities/tasks as 5
individually or in shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with
OF
groups, in a rating of 7 a rating of 6 a rating of 5 a rating of 4
LEARNERS meaningful June 2018 to
explanation, April 2019
7.5% Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson No acceptable 4.5
discovery and lessons supported by supported by MOV 1 supported by MOV 1 supported by any of evidence was shown
hands-on MOV 1 and any 1 of and any 1 of the other and any 1 of the other the acceptable MOV
Efficiency the other acceptable acceptable MOV acceptable MOV 4
activities within a
MOV
range of physical
learning
environments. Timeliness
 5. Managed learner Applied teacher Applied teacher Applied teacher Applied teacher No acceptable
behavior management management management management evidence was shown
constructively by strategies of learner strategies of learner strategies of learner strategies of learner
behavior that promote behavior that promote behavior that promote behavior that promote
applying positive positive and non- positive and non- positive and non- positive and non-
and non-violent Quality violent discipline as violent discipline as violent discipline as violent discipline as 5
discipline to shown in MOV shown in MOV shown in MOV shown in MOV
ensure learning- submitted with a rating submitted with a rating submitted with a rating submitted with a rating
June 2018 to of 7 of 6 of 5 of 4
focused
April 2019
7.5% 4.5
environments.
Submitted at least 4 of Submitted at least 3 of Submitted at least 2 of Submitted any 1 of the No acceptable
the given strategies as the given strategies as the given strategies as given strategies as evidence was shown
Efficiency observed in at least 4 observed in 3 lessons observed in 2 lessons observed in only 1 4
lessons lesson

Timeliness
6. Used Applied differentiated Applied differentiated Applied differentiated Applied differentiated No acceptable
differentiated, teaching strategies to teaching strategies to teaching strategies to teaching strategies to evidence shown
address learner address learner address learner address learner
developmentally
diversity as shown in diversity as shown in diversity as shown in diversity as shown in
appropriate Quality
MOV 1 with a rating of MOV 1 with a rating of MOV 1 with a rating of MOV 1 with a rating of
5
learning 7 6 5 4
experiencce to
address
learner's gender, June 2018 to Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 No acceptable
needs, April 2019
7.5% differentiated teaching differentiated teaching differentiated teaching differentiated teaching evidence shown 5
strategies in at least 2 strategies in at least 2 strategies in at least 2 strategy in only 1 No
strengths, leassons as evidenced lessons as evidenced lessons as evidenced lesson as evidently acceptable evidence
interests and Efficiency by MOV 1 and by MOV 1 and by MOV 1 and shown in any 1 of the was shown 5
experiences. supported by any 1 of supported by any 1 of supported by any 1 of acceptable MOV
the other acceptable the other acceptable the other acceptable
MOV MOV MOV

Timeliness

3. CURRICULUM 7. Planned, Planned and Planned and Planned and Planned and No acceptable
managed and implemented implemented implemented implemented evidence was shown
AND developmentally developmentally developmentally developmentally
implemented
PLANNING Quality sequenced teaching sequenced teaching sequenced teaching sequenced teaching
5
developmentally and learning process and learning process and learning process and learning process
sequenced as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 as shown in MOV 1
teaching and with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
learning
processes to June 2018 to Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
7.5% developmentally developmentally developmentally developmentally evidence was shown 5
meet curriculum April 2019
sequenced teaching sequenced teaching sequenced teaching sequenced teaching
requirements and learning process and learning process and learning process and learning process
and varied Efficiency as evidently shown in as evidently shown in as evidently shown in as evidently shown in 5
teaching MOV 1 and supported MOV 1 and supported MOV 1 and supported any 1 of the given
contexts. by any 1 of the other by any 1 of the other by any 1 of the other MOV
given MOV given MOV given MOV

Timeliness

8. Participated in Consistently Frequently participated Occasionally Rarely participated in No acceptable

collegial participated in in LACs/FGDs/ participated in LACs/FGDs/ meetings evidence was shown
discussions that LACs/FGDs/ meetings meetings to discuss LACs/FGDs/ meetings to discuss
to discuss teacher/learner to discuss teacher/learner
use teacher and Quality teacher/learner feedback to enrich teacher/learner feedback to enrich 5
learner feedback feedback to enrich instruction as shown in feedback to enrich instruction as shown in
to enrich instruction as shown in the MOV submitted instruction as shown in the MOV submitted
teaching June 2018 to the MOV submitted the MOV submitted
practice. April 2019
7.5% 5
Participated in at least Participated in 3 Participated in 2 Participated 1 No acceptable
4 LACs/ LACs/FGDs/ meetings LACs/FGDs/ meetings LAC/FGD/ meeting as evidence was shown
FGDs/meetings as as evidently shown in as evidently shown in evidently shown in any
Efficiency evidently shown in any any 1 of the given any 1 of the given 1 of the given MOV 5
1 of the given MOV MOV MOV

Timeliness

9. Selected, Developed and used Developed and used Developed and used Developed and used No acceptable
developed, varied teaching and varied teaching and varied teaching and varied teaching and evidence was shown
organized, and learning resources learning resources learning resources learning resources
including ICT, to including ICT, to including ICT, to including ICT, to
used appropriate Quality
address learning goals address learning goals address learning goals address learning goals 5
teaching and as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 as shown in MOV 1
learning with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
resources,
including ICT, to June 2018 to Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted any No acceptable
address learning April 2019 7.5% varied teaching and teaching and learning teaching and learning teaching and learning evidence was shown 5
goals. learning resources resources including resources including resource including
including ICT, as ICT, as evidently ICT, as evidently ICT, as evidently
Efficiency evidently shown in shown in MOV 1 and shown in MOV 1 and shown in any of the 5
MOV 1 and supported supported by any 1 of supported by any 1 of acceptable MOV
by any 1 of the the acceptable MOV the acceptable MOV
acceptable MOV

Timeliness
4. ASSESSMENT 10. Designed, Designed, selected, Designed, selected, Designed, selected, Designed, selected, No acceptable
selected, organized and used organized and used organized and used organized and used evidence was shown
AND diagnostic, formative diagnostic, formative diagnostic, formative diagnostic, formative
organized and
REPORTING and summative and summative and summative and summative
used diagnostic, assessment strategies assessment strategies assessment strategies assessment strategies
formative and Quality consistent with consistent with consistent with consistent with 5
summative curriculum curriculum curriculum curriculum
assessment requirements as requirements as requirements as requirements as
strategies June 2018 to shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with
April 2019
7.5% a rating of 7 a rating of 6 a rating of 5 a rating of 4 5
consistent with
curriculum Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 No acceptable
requirements. varied assessment assessment tools as assessment tools as assessment tool as evidence was shown
Efficiency tools as evidently
shown in any 1 of the
evidently shown in any
1 of the acceptable
evidently shown in any
1 of the acceptable
evidently shown in any
of the acceptable MOV
5
acceptable MOV MOV MOV

Timeliness

11. Monitored and Consistently monitored Frequently monitored

Occasionally Rarely monitored and No acceptable
evaluated and evaluated learner and evaluated learner
monitored and evaluated learner evidence was shown
progress and progress and evaluated learner progress and
learner progress
achievement using achievement using progress and achievement using
and Quality
learner attainment data learner attainment data
achievement using learner attainment data 5
achievement as shown in MOV as shown in MOV learner attainment data as shown in MOV
using learner submitted submitted as shown in MOV submitted
attainment data. June 2018 to submitted
April 2019
7.5% Submitted a Submitted a Submitted a Submitted 1 No acceptable 5
combination of at least combination of 3 of the combination of 2 of the acceptable MOV evidence was shown
Efficiency 4 of the acceptable acceptable MOV acceptable MOV 5
MOV

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable
distributed across 4 distributed across 3 distributed across 2 completed in only 1 evidence was shown
Timeliness
quarters quarters quarters quarter 5

12. Communicated Consistently showed Frequently showed Occasionally showed Rarely showed prompt No acceptable
promptly and prompt and clear prompt and clear prompt and clear and clear evidence was shown
communication of the communication of the communication of the communication of the
clearly the
learner's needs, learner's needs, learner's needs, learner's needs,
learner's needs, progress and progress and progress and progress and
progress and Quality
achievement to key achievement to key achievement to key achievement to key
4
achievement to stakeholders, including stakeholders, including stakeholders, including stakeholders, including
key parents/ guardians as parents/ guardians as parents/ guardians as parents/ guardians as
stakeholders, June 2018 to shown in the MOV shown in the MOV shown in the MOV shown in the MOV
including April 2019
7.5% submitted submitted submitted submitted 4
parents/ Submitted a Submitted a Submitted a Submitted any 1 of the No acceptable
combination of at least combination of 3 of the combination of 2 of the given MOV evidence was shown
guardians Efficiency 4 of the acceptable acceptable MOV acceptable MOV 4
MOV

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

5. PLUS FACTOR 13. Performed Consistently Frequently performed Occasionally Rarely performed No acceptable
various related performed various various related performed various various related evidence was shown
works/activities related works/activities works/activities that related works/activities works/activities that
that contribute to the contribute to the that contribute to the contribute to the
that contribute to Quality teaching-learning teaching-learning teaching-learning teaching-learning 5
the teaching- process as shown in process as shown in process as shown in process as shown in
learning process the MOV submitted the MOV submitted the MOV submitted the MOV submitted
June 2018 to
April 2019
5% 5
Submitted at least 4 Submitted 3 different Submitted 2 different Submitted any 1 of the No acceptable
different kinds of kinds of acceptable kinds of acceptable acceptable MOV evidence was shown
Efficiency acceptable MOV MOV MOV 5

Timeliness

RATING FOR OVERALL ACCOMPLISHMENTS

100%
DESCRIPTION
LEGEND:
Ratee: Rater: 4.5 - 5.00 O
3.5 - 4.499 VS
RHEINJOHN A. SAMPANG ARNEL B. HAJAN, Ed.D. 2.5 - 3.499 S
TEACHER III PRINCIPAL II 1.5 - 2.499 US

Approving Authority:

ARNEL B. HAJAN, Ed.D.

Principal II
ENT AND REVIEW FORM (IPCRF) for TEACHER I-III

TO BE FILLED OUT DURING

EVALUATION

SCORE

0.500

0.500

0.375

0.338
0.338

0.375

0.375

0.375

0.375
0.375

0.375

0.300

0.250

4.85
O
 RPMS TOOL FOR TEACHER I-III (Proficient Teachers)

PERFORMANCE INDICATORS
Means of Verification
KRA's OBJECTIVES Outstanding Very Unsatisfactor
(MOV) QET Satisfactory
Satisfactory
y
Poor
(3) (1)
(5) (4) (2)
1. CONTENT 1. Applied 1. Classroom observation tool (COT) Showed Showed Showed Showed No
knowledge of rating sheet and/or inter-observer knowledge of knowledge of knowledge of knowledge of acceptabl
KNOWLEDGE content and its content and its content and its content and its e
AND content within and agreement form about knowledge of
integration within integration within integration within integration evidence
across content within and across subject areas
PEDAGOGY curricuoum Quality and across and across and across within and was
subject areas as subject areas as subject areas as across subject shown
teaching areas. 2. Lesson plans/modified DLLs developed shown in MOV1 shown in MOV1 shown in MOV1 areas as shown
highlighting integration of content with a rating of 7 with a rating of 6 with a rating of 5 in MOV1 with a
knowledge within and across subject rating of 4
areas
3. Instructional materials highlighting Submitted at Submitted at Submitted at Submitted any 1 No
mastery of content and its integration in least 4 leassons least 3 leassons least 2 leassons the given MOV acceptabl
other subject areas using MOV 1 using MOV 1 using MOV 1 e
and supported and supported and supported evidence
Efficiency by any 1of the by any 1of the by any 1of the was
4. Performance tasks/test materials
other given MOV other given MOV other given MOV shown
highlighting integration of content
knowledge within and across subject
areas
5. Others (Please specify and provide
annotations) Timeliness

2. Used a range of 1. Classroom observation tool (COT) Facilitated using Facilitated using Facilitated using Facilitated using No
teaching rating sheet and/or inter-observer different teaching different teaching different teaching different acceptabl
strategies that strategies that strategies that teaching e
strategies that agreement form about teaching
promote reading, promote reading, promote reading, strategies that evidence
enhance learner strategies that enhance learner writing and/or writing and/or writing and/or promote was
achievement in achievement in literacy and numeracy numeracy skills numeracy skills numeracy skills reading, writing shown
literacy and skills Quality as shown in as shown in as shown in and/or
numeracy skills. 2. Lesson plans/modified DLLs used in MOV 1 with a MOV 1 with a MOV 1 with a numeracy skills
teaching highlighting learner-centered rating of 7 rating of 6 rating of 5 as shown in
strategies that promote literacy and/or MOV 1 with a
rating of 4
numeracy skills

3. Instructional materials highlighting Submitted at Submitted at Submitted at Submitted 1 No

learner-centered strategies that least 4 learner- least 3 learner- least 2 learner- learner-centered acceptabl
centered lessons centered lessons centered lessons lesson as e
promote literacy and/or numeracy skills
as shown in as shown in as shown in evidently shown evidence
Efficiency MOV 1 and MOV 1 and MOV 1 and in any 1 of the was
4. Performance tasks/test material(s)
supported by any supported by any supported by any given MOV shown
used in teaching 1 of the other 1 of the other 1 of the other
MOV given MOV given MOV given
5. Results of assessment used in
teaching
6. Others (Please specify and provide
annotations) Timeliness

3. Applied a range of 1. Classroom observation tool (COT) Used different Used different Used different Used different No
teaching rating sheet and/or inter-observer teaching teaching teaching teaching acceptabl
strategies that strategies that strategies that strategies that e
strategies to agreement form about teaching
develop critical develop critical develop critical develop critical evidence
develop critical strategies to develop critical and and creative and creative and creative and creative was
and creative creative thinking, as well as other thinking and/or thinking and/or thinking and/or thinking and/or shown
thinkling, as well higher-order thinking skills Quality other HOTS as other HOTS as other HOTS as other HOTS as
as other higher- 2. Lesson plans/modified DLLs used in shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
order thinking teaching highlighting learner-centered with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
skills. strategies that develop critical and
creative thinking, and/or other HOTS

3. Instructional materials highlighting Submitted at Submitted at Submitted at Submitted 1 No

different teaching strategies that least 4 lessons least 3 lessons least 2 lessons lesson as acceptabl
develop critical and creative thinking, as evidenced by as evidenced by as evidenced by evidenced by e
MOV 1 and MOV 1 and MOV 1 and any 1 of the evidence
and/or other HOTS Efficiency supported by any supported by any supported by any given MOV was
4. Performance tasks/test material(s)
1 of the other 1 of the other 1 of the other shown
used in demonstration teaching given MOV given MOV given MOV
5. Results of assessment used in
teaching
6. Others (Please specify and provide
annotations) Timeliness
2. LEARNING 4. Managed 1. Classroom observation tool (COT) Used classroom Used classroom Used classroom Used classroom No
classroom rating sheet and/or inter-observer management management management management acceptabl
ENVIRONMEN strategies that strategies that strategies that strategies that e
structure to agreement form about managing
T AND engage learners engage learners engage learners engage learners evidence
engage learners, classroom structure that engages in activities/tasks in activities/tasks in activities/tasks in was
DIVERSITY OF individually or in learners in various activities Quality as shown in as shown in as shown in activities/tasks shown
LEARNERS groups, in 2. Lesson plans/modified DLLs MOV 1 with a MOV 1 with a MOV 1 with a as shown in
meaningful highlighting various classroom rating of 7 rating of 6 rating of 5 MOV 1 with a
explanation, management strategies that engage rating of 4
discovery and learners in activities/tasks in different
hands-on physical learning environments
activities within a 3. Others (Please specify and provide Submitted at Submitted 3 Submitted 2 Submitted 1 No
annotations) least 4 lessons lessons lessons lesson acceptabl
range of physical supported by supported by supported by supported by e
learning Efficiency MOV 1 and any MOV 1 and any MOV 1 and any any of the evidence
environments. 1 of the other 1 of the other 1 of the other acceptable MOV was
acceptable MOV acceptable MOV acceptable MOV shown

Timeliness

2. LEARNING 5. Managed learner Classroom observation tool (COT) Applied teacher Applied teacher Applied teacher Applied teacher No
behavior rating sheet and/or inter-observer management management management management acceptabl
ENVIRONMEN strategies of strategies of strategies of strategies of e
T AND constructively by agreement form about teacher
learner behavior learner behavior learner behavior learner behavior evidence
applying positive management of learner behavior using
DIVERSITY OF and non-violent the following strategies:
that promote that promote that promote that promote was
positive and non- positive and non- positive and non- positive and shown
LEARNERS discipline to 1. Providing motivation Quality
violent discipline violent discipline violent discipline non-violent
ensure learning- as shown in as shown in as shown in discipline as
focused 2. Praising the learners/Giving positive MOV submitted MOV submitted MOV submitted shown in MOV
environments. feedback with a rating of 7 with a rating of 6 with a rating of 5 submitted with a
3. Setting house rules/guidelines rating of 4

4. Ensuring learner's active participation Submitted at Submitted at Submitted at Submitted any 1 No

least 4 of the least 3 of the least 2 of the of the given acceptabl
5. Allowing learners to express their given strategies given strategies given strategies strategies as e
as observed in at as observed in 3 as observed in 2 observed in only evidence
ideas/opinions Efficiency least 4 lessons lessons lessons 1 lesson was
6. Giving equal opportunities to learners
shown
7. Encouraging learners to asks questions

8. Others (Please specify and provide

annotations) Timeliness

6. Used 1. Classroom observation tool (COT) Applied Applied Applied Applied No

differentiated, rating sheet and/or inter-observer differentiated differentiated differentiated differentiated acceptabl
teaching teaching teaching teaching e
developmentally agreement form about using
strategies to strategies to strategies to strategies to evidence
appropriate differentiated, developmentally Quality address learner address learner address learner address learner shown
learning appropriate learning experiences diversity as diversity as diversity as diversity as
experiencce to 2. Lesson plans/modified DLLs developed shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
address learner's highlighting differentiation in content, with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
gender, needs, product, process, learning environment
strengths, or others according to learners' gender, Submitted at Submitted at Submitted at Submitted any 1 No
interests and needs, strengths, interests and least 4 least 3 least 2 differentiated acceptabl
experiences differentiated differentiated differentiated teaching e
experiences.
3. Instructional materials highlighting teaching teaching teaching strategy in only evidence
differentiation in content, product, strategies in at strategies in at strategies in at 1 lesson as shown
least 2 leassons least 2 lessons least 2 lessons evidently shown
process, learning environment or Efficiency as evidenced by as evidenced by as evidenced by in any 1 of the No
others according to learners' gender, MOV 1 and MOV 1 and MOV 1 and acceptable MOV acceptabl
needs, strengths, interests and supported by any supported by any supported by any e
experiences 1 of the other 1 of the other 1 of the other evidence
4. Others (Please specify and provide acceptable MOV acceptable MOV acceptable MOV was
annotations) shown

Timeliness

3. CURRICULUM 7. Planned, 1. Classroom observation tool (COT) Planned and Planned and Planned and Planned and No
managed and rating sheet and/or inter-observer implemented implemented implemented implemented acceptabl
AND developmentally developmentally developmentally developmentally e
PLANNING implemented agreement form about using
sequenced sequenced sequenced sequenced evidence
developmentally developmentally sequenced teaching teaching and teaching and teaching and teaching and was
sequenced and learning process Quality learning process learning process learning process learning process shown
teaching and 2. Lesson plans/modified DLLs developed as shown in as shown in as shown in as shown in
learning highlighting developmetally sequenced MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
processes to instruction that meet curriculum goals rating of 7 rating of 6 rating of 5 rating of 4
meet and varied teaching contexts
curriculumrequire
ments and varied 3. Instructional materials used to Submitted at Submitted 3 Submitted 2 Submitted 1 No
implement developmetally sequenced least 4 developmentally developmentally developmentally acceptabl
teaching developmentally sequenced sequenced sequenced e
contents. instruction that meet curriculum goals
sequenced teaching and teaching and teaching and evidence
and varied teaching contexts teaching and learning process learning process learning process was
Efficiency learning process as evidently as evidently as evidently shown
as evidently shown in MOV 1 shown in MOV 1 shown in any 1
shown in MOV 1 and supported and supported of the given
and supported by any 1 of the by any 1 of the MOV
by any 1 of the other given MOV other given MOV
other given MOV
 AND
PLANNING implemented
developmentally
sequenced
teaching and
learning
processes to
meet
curriculumrequire
ments and varied Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 developmentally developmentally developmentally acceptabl
teaching developmentally sequenced sequenced sequenced e
contents. sequenced teaching and teaching and teaching and evidence
teaching and learning process learning process learning process was
Efficiency learning process as evidently as evidently as evidently shown
4. Others (Please specify and provide as evidently shown in MOV 1 shown in MOV 1 shown in any 1
annotations) shown in MOV 1 and supported and supported of the given
and supported by any 1 of the by any 1 of the MOV
by any 1 of the other given MOV other given MOV
other given MOV
Timeliness

8. Participated in 1. Personal notes of teachers on Consistently Frequently Occasionally

Rarely No
collegial LAC/FGDs/meetings with proof of participated in participated in participated in
participated in acceptabl
discussions that attendance LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ e
meetings to meetings to meetings tomeetings to evidence
use teacher and discuss discuss discuss discuss was
learner feedback Quality teacher/learner teacher/learner teacher/learner
teacher/learner shown
2. Minutes of LAC/FGD sessions on use
to enrich teaching feedback to feedback to feedback tofeedback to
of teacher and learner feedback to
practice. enrich instruction enrich instruction enrich instruction
enrich
enrich teaching practice with proof of as shown in the as shown in the as shown in the
instruction as
attendance MOV submitted MOV submitted MOV submitted
shown in the
MOV submitted
3. Others (Please specify and provide Participated in at Participated in 3 Participated in 2 Participated 1 No
annotations) least 4 LACs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ acceptabl
FGDs/meetings meetings as meetings as meeting as e
Efficiency as evidently evidently shown evidently shown evidently shown evidence
shown in any 1 in any 1 of the in any 1 of the in any 1 of the was
of the given given MOV given MOV given MOV shown
MOV
Timeliness

3. CURRICULUM 9. Selected, 1. Classroom observation tool (COT) Developed and 6Developed and 6Developed and 6Developed and No
developed, rating sheet and/or inter-observer used varied used varied used varied used varied acceptabl
AND teaching and teaching and teaching and teaching and e
PLANNING organized, and agreement form about using
learning learning learning learning evidence
used appropriate appropriate teaching and learning resources resources resources resources was
teaching and resources, including ICT Quality including ICT, to including ICT, to including ICT, to including ICT, to shown
learning Examples: Activity sheets/tasks address learning address learning address learning address learning
resources, sheets/work sheets, powerpoint goals as shown goals as shown goals as shown goals as shown
including ICT, to presentations, video clips, module, in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
address learning SIMs-Strategic Intervention Matertials, rating of 7 rating of 8 rating of 5 rating of 4
goals. Other
2. Lesson plans/modified DLLs with Submitted at Submitted 3 Submitted 2 Submitted any No
apprropriate instructional materials least 4 varied varied teaching varied teaching teaching and acceptabl
teaching and and learning and learning learning e
appended
learning resources resources resource evidence
resources including ICT, as including ICT, as including ICT, was
3. Others (Please specify and provide
annotations) Efficiency including ICT, as evidently shown evidently shown as evidently shown
evidently shown in MOV 1 and in MOV 1 and shown in any of
in MOV 1 and supported by any supported by any the acceptable
supported by any 1 of the 1 of the MOV
1 of the acceptable MOV acceptable MOV
acceptable MOV

Timeliness

4. ASSESMENT 10. Designed, 1. Classroom observation tool (COT) Designed, Designed, Designed, Designed, No
selected, rating sheet and/or inter-observer selected, selected, selected, selected, acceptabl
AND organized and organized and organized and organized and e
REPORTING organized and agreement form about using
used diagnostic, used diagnostic, used diagnostic, used diagnostic, evidence
used diagnostic, diagnostic, formative and summative formative and formative and formative and formative and was
formative and assessment startegies summative summative summative summative shown
summative 2. Prepared lesson plans/modified DLLs assessment assessment assessment assessment
highlighting appropriate use of Quality
assessment strategies strategies strategies strategies
strategies formative assessment strategies consistent with consistent with consistent with consistent with
consistent with curriculum curriculum curriculum curriculum
curriculum 3. Develop diagnostic tests: (a) with TOS requirements as requirements as requirements as requirements as
reviewed by superior; (b) with sample shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
requirements. with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
accomplished questionaire/answer
sheets
4. Develop summative tests: (a) with TOS Submitted at Submitted 3 Submitted 2 Submitted 1 No
reviewed by superior; (b) with sample least 4 varied varied varied assessment tool acceptabl
assessment assessment assessment as evidently e
accomplished questionaire/answer
tools as tools as tools as shown in any of evidence
sheets Efficiency evidently shown evidently shown evidently shown the acceptable was
5. Develop performance tasks: (a) with
in any 1 of the in any 1 of the in any 1 of the MOV shown
rubrics reviewed by superior; (b) with acceptable MOV acceptable MOV acceptable MOV
sample accomplished rubrics
6. Others (Please specify and provide
annotations) Timeliness

11. Monitored and 1. Compilation of learner's written work Consistently Frequently Occasionally Rarely No
evaluated learner with summary of results and with monitored and monitored and monitored and monitored and acceptabl
evaluated evaluated evaluated evaluated e
progress and signature of parents
learner progress learner progress learner progress learner progress evidence
achievement and achievement and achievement and achievement and was
using learner Quality
using learner using learner using learner achievement shown
attainment data. attainment data attainment data attainment data using learner
as shown in as shown in as shown in attainment data
MOV submitted MOV submitted MOV submitted as shown in
MOV submitted
 11. Monitored and Consistently Frequently OccasionallyRarely No
evaluated learner monitored and monitored and monitored and
monitored and acceptabl
progress and evaluated evaluated evaluated evaluated e
learner progress learner progress learner progress
learner progress evidence
achievement and achievement and achievement and achievement
and was
using learner Quality
2. Formative/summative assessment using learner using learner using learner
achievement shown
attainment data. attainment data attainment data attainment data
using learner
tools with TOS and frequency of errors
as shown in as shown in as shown in attainment data
with identified least mastered skills MOV submitted MOV submitted MOV submitted
as shown in
MOV submitted
3. Class records/grading sheets Submitted a Submitted a Submitted a Submitted 1 No
combination of at combination of 3 combination of 2 acceptable MOV acceptabl
4. Lesson plans/modified DLLs showing Efficiency least 4 of the of the acceptable of the acceptable e
acceptable MOV MOV MOV evidence
index of mastery
was
5. Others (Please specify and provide Submitted MOV Submitted MOV Submitted MOV Submitted MOV shown
No
annotations) were distributed were distributed were distributed was completed acceptabl
Timeliness across 4 across 3 across 2 in only 1 quarter e
quarters quarters quarters evidence
was
12. Communicated 1. At least 3 samples of corrected test Consistently Frequently Occasionally Rarely showed No
shown
promptly and papers of the same 3 learners innthe showed prompt showed prompt showed prompt prompt and acceptabl
and clear and clear and clear clear e
clearly the same learning area with parents' or
communication communication communication communication evidence
learner's needs, guardians' signature and date of of the learner's of the learner's of the learner's of the learner's was
progress and 2. Minutes
receipt of PTA meetings or Parent- needs, progress needs, progress needs, progress needs, progress shown
achievement to Teacher conferences in all quarters Quality and achievement and achievement and achievement and
key stakeholders, with proof of parents'/guardians' to key to key to key achievement to
including parents/ attendance stakeholders, stakeholders, stakeholders, key
3. Report cards with parent's or including including including stakeholders,
guardians
guardian's signature in all quarters parents/ parents/ parents/ including
supported by minutes of meeting guardians as guardians as guardians as parents/
shown in the shown in the shown in the guardians as
4. Communication with parents/guardians MOV submitted
Submitted a MOV submitted
Submitted a MOV submitted
Submitted a shown in the
Submitted any 1 No
using various modalities combination of at combination of 3 combination of 2 MOV
of the submitted
given acceptabl
Efficiency least 4 of the of the acceptable of the acceptable MOV e
5. Anecdotal record showing entries per acceptable MOV MOV MOV evidence
quarter was
6. Other documents showing learner Submitted MOV Submitted MOV Submitted MOV Submitted MOV No shown
needs, progress and achievement were distributed were distributed were distributed was completed acceptabl
Timeliness across 4 across 3 across 2 in only 1 quarter e
submitted to other stakeholders
quarters quarters quarters evidence
was
5. PLUS FACTOR 13. Performed 1. Certificate of Recognition or Consistently Frequently Occasionally Rarely shown
No
various related Participation performed performed performed performed acceptabl
works/activities 2. Certificate of Training various related various related various related various related e
works/activities works/activities works/activities works/activities evidence
that contribute to 3. Certificate of Speakership that contribute to that contribute to that contribute to that contribute was
the teaching- the teaching- the teaching- the teaching- to the teaching- shown
learning process 4. Committee involvement Quality
learning process learning process learning process learning process
as shown in the as shown in the as shown in the as shown in the
5. Advisorship of Co-curricular activities MOV submitted MOV submitted MOV submitted MOV submitted
6. Book or Journal Authorship/Co-
authorship/Contributorship
7. Coordinatorship/Chairpersonship Submitted at Submitted 3 Submitted 2 Submitted any 1 No
least 4 different different kinds of different kinds of of the acceptabl
8. Coaching and mentoring learners in Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV e
competitions acceptable MOV evidence
9. Mentoring pre-service/in-service was
teachers shown
10. Others (Please specify and provide Timeliness
annotations)
 REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALI
D
1. CONTENT 1. Applied knowledge 1. Classroom observation tool (COT)
KNOWLEDGE of content within rating sheet and/or inter-observer
AND and across agreement form about knowledge
curricuoum of content within and across subject
PEDAGOGY teaching areas. 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 materials

highlighting integration of content
knowledge within and across
subject areas

5. Others (Please specify and provide

annotations)

2. Used a range of 1. Classroom observation tool (COT)

teaching strategies rating sheet and/or inter-observer
that enhance agreement form about teaching
learner strategies that enhance learner
achievement in achievement in literacy and
literacy and numeracy skills
numeracy skills.
2. Lesson plans/modified DLLs used
in teaching highlighting learner-
centered strategies that promote
literacy and/or numeracy skills

3. Instructional materials highlighting

learner-centered strategies that
promote literacy and/or numeracy
skills

4. Performance tasks/test material(s)

used in teaching

5. Results of assessment used in

teaching
6. Others (Please specify and provide
annotations)

3. Applied a range of 1. Classroom observation tool (COT)

teaching strategies rating sheet and/or inter-observer
to develop critical agreement form about teaching
and creative strategies to develop critical and
thinkling, as well as creative thinking, as well as other
other higher-order higher-order thinking skills
thinking skills.
2. Lesson plans/modified DLLs used
in teaching highlighting learner-
centered strategies that develop
critical and creative thinking, and/or
other HOTS
 3. Applied a range of
teaching strategies
to develop critical
and creative
thinkling, 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

4. Performance tasks/test material(s)

used in demonstration teaching

5. Results of assessment used in

teaching
6. Others (Please specify and provide
annotations)

2. LEARNING 4. Managed 1. Classroom observation tool (COT)

ENVIRONMEN classroom structure rating sheet and/or inter-observer
T AND to engage learners, agreement form about managing
individually or in classroom structure that engages
DIVERSITY OF groups, in learners in various activities
LEARNERS meaningful
explanation,
discovery and 2. Lesson plans/modified DLLs
hands-on activities highlighting various classroom
within a range of management strategies that
physical learning engage learners in activities/tasks
environments. in different physical learning
environments

3. Others (Please specify and provide

annotations)

5. Managed learner Classroom observation tool (COT)

behavior rating sheet and/or inter-observer
constructively by agreement form about teacher
applying positive management of learner behavior
and non-violent using the following strategies:
discipline to ensure
learning-focused 1. Providing motivation
environments.

2. Praising the learners/Giving

positive feedback

3. Setting house rules/guidelines

4. Ensuring learner's active

participation
5. Allowing learners to express their
ideas/opinions

6. Giving equal opportunities to

learners
7. Encouraging learners to asks
questions
8. Others (Please specify and provide
annotations)

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

developmentally rating sheet and/or inter-observer
appropriate agreement form about using
learning differentiated, developmentally
experiencce to appropriate learning experiences
address learner's
gender, needs,
strengths, interests
and experiences.
 6. Used differentiated,
developmentally
appropriate
learning
experiencce to
address learner's
gender, needs,
strengths, interests 2. Lesson plans/modified DLLs
and experiences. developed highlighting
differentiation in content, product,
process, learning environment or
others according to learners'
gender, needs, strengths, interests
and experiences

3. Instructional materials highlighting

differentiation in content, product,
process, learning environment or
others according to learners'
gender, needs, strengths, interests
and experiences

4. Others (Please specify and provide

annotations)

3. CURRICULUM 7. Planned, managed 1. Classroom observation tool (COT)

AND and implemented rating sheet and/or inter-observer
PLANNING developmentally agreement form about using
sequenced developmentally sequenced
teaching and teaching and learning process
learning processes
to meet 2. Lesson plans/modified DLLs
curriculumrequirem developed highlighting
ents and varied developmetally sequenced
teaching contents. instruction that meet curriculum
goals and varied teaching contexts
3. Instructional materials used to
implement developmetally
sequenced instruction that meet
curriculum goals and varied
teaching contexts
4. Others (Please specify and provide
annotations)

8. Participated in 1. Personal notes of teachers on

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

3. Others (Please specify and provide

annotations)

9. Selected, 1. Classroom observation tool (COT)

developed, rating sheet and/or inter-observer
organized, and agreement form about using
used appropriate appropriate teaching and learning
teaching and resources, including ICT
learning resources, Examples: Activity sheets/tasks
including ICT, to sheets/work sheets, powerpoint
address learning presentations, video clips, module,
goals. SIMs-Strategic Intervention
Matertials, OtherExamples: Activity
sheets/tasks sheets/work sheets,
powerpoint
2. Lesson presentations,
plans/modified DLLsvideo
with
clips, module,instructional
apprropriate SIMs-Strategic
materials
Intervention Matertials,
appended
OtherExamples: Activity
3. sheets/tasks
Others (Please sheets/work
specify andsheets,
provide
powerpoint
annotations)presentations, video
clips, module, SIMs-Strategic
Intervention Matertials, Other
4. ASSESMENT 10. Designed, 1. Classroom observation tool (COT)
AND selected, organized rating sheet and/or inter-observer
and used agreement form about using
REPORTING
diagnostic, diagnostic, formative and
formative and summative assessment startegies
summative 2. Prepared lesson plans/modified
assessment DLLs highlighting appropriate use
strategies of formative assessment strategies
consistent with
curriculum 3. Develop diagnostic tests: (a) with
requirements. TOS reviewed by superior; (b) with
sample accomplished
questionaire/answer sheets
4. Develop summative tests: (a) with
TOS reviewed by superior; (b) with
sample accomplished
questionaire/answer sheets
5. Develop performance tasks: (a)
with rubrics reviewed by superior;
(b) with sample accomplished
rubrics
6. Others (Please specify and provide
annotations)

4. ASSESMENT 11. Monitored and 1. Compilation of learner's written

AND evaluated learner work with summary of results and
REPORTING progress and with signature of parents
achievement using
learner attainment
2. Formative/summative assessment
data.
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)

12. Communicated 1. At least 3 samples of corrected test

promptly and papers of the same 3 learners
clearly the learner's innthe same learning area with
needs, progress parents' or guardians' signature and
and achievement to date of receipt
key stakeholders, 2. Minutes of PTA meetings or Parent-
including parents/ Teacher conferences in all quarters
guardians 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

6. Other documents showing learner

needs, progress and achievement
submitted to other stakeholders

5. PLUS FACTOR 13. Performed various 1. Certificate of Recognition or

related Participation
works/activities that
contribute to the 2. Certificate of Training
teaching-learning
process
5. 13. Performed various
related
works/activities that
contribute to the
teaching-learning
process
3. Certificate of Speakership

4. Committee involvement

5. Advisorship of Co-curricular
activities

6. Book or Journal Authorship/Co-

authorship/Contributorship

7. Coordinatorship/Chairpersonship

8. Coaching and mentoring learners in

competitions

9. Mentoring pre-service/in-service
teachers

10. Others (Please specify and provide

annotations)
 COMPETENCIES

CORE BEHAVIORAL COMPETENCIES

Self-Management Teamwork
1. Sets personal goals and direction, needs and development. 1.
2. Undertakes personal actions and behaviors that are clear and purposive and 2.
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. Prioritize work tasks and schedules (through Gantt charts, checklists, etc.) to
4 3.
4.
5. achieve
Sets highgoals.
quality, challenging, realistic goals for self and others. 5.

Professionalism and Ethics

1. Demonstrates the values and behavior enshrined in the Norms of Conduct and Service Orientation
Ethical Standards for public officials and employee (RA 6713).
1.
2. Practices ethical and professional behavior and conduct taking into account 2.
the impact of his/her actions and decisions.
3. Maintains professional image: being trustworthy, regularity of attendance
and punctuality, good grooming and communication. 5 3.
4.
4. Makes personal sacrifices to meet the organization's needs.
5. Acts with a sense of urgency and responsibility to meet the organization's 5.
needs, improves systems and help others improve their effectiveness.

Result Focus Innovation

1. Achieves results with optimal use of time and resources most of the time. 1.
2. Avoids rework, mistakes and wastage through effective work methods by
placing organizational needs before personal needs. 2.
3. Delivers error-free outputs most of the time by conforming to standard
operating procedures correctly and consistently. Able to produce very
satisfactoy quality of work in terms of usefulness/acceptability and 3.
completeness with no supervision required.
4. Expresses a desire to do better and may express frustration at waste or
5 4.

inefficiency. May focus on new or more precise ways of meeting goals set.
5.
5. Makes specific changes in the system or in own work methods to improve
performance. Examples may include doing something better, faster, at alower
cost, more efficiently; or improving quality, costumer satisfaction, morale,
without setting any specific goal.

5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrate

rfcuevas2019
 COMPETENCIES

Teamwork
Willingly does his/her share of responsibility.
Promotes collaboration and removes barriers to teamwork and goal
accomplishment across the organization.

Applies negotiation principles in arriving at win-win agreements.

Drives consensus and team ownership of decisions.
5
Works constructively and collaboratively with others and across
organizations to accomplish organizational goals and objectives.

Service Orientation
Can explain and articulate organizational directions, issues and problems.
Takes personal responsibilty for dealing with and/or correcting costumer
service issues and concerns.
Initiates activities that promotes advocacy for men and women
empowerment.
Participates in updating of office vision, mission, mandates & strategies based
5
on DepEd strategies and directions.

Develops and adopts service improvement programs through simplified

procedures that will further enhance service delivery.

Innovation
Examines the root cause of problems and suggests effective solutions. Fosters
new ideas, processes, and suggests bettter ways to do things (cost and/or
operational efficiency).
Demonstrates an ability to think "beyond the box". Continuously focuses on
improving personal productivity to create higher value and results.
Promotes a creative climate and inspires co-workers to develop original ideas

5
or solutions.
Translates creative thinking into tangible changes and solutions that improve
the work unit and organization.

Uses ingenious methods to accomplish responsibilties. Demonstrates

resourcefulness and the ability to succeed with minimal resources.

e time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrate

OVERALL
COMPETENCY 4.83
RATINGS
 PART IV: DEVELOPMENT PLANS

ACTION PLAN RESOURCE

STRENGTHS DEVELOPMENT NEEDS (Recommended TIMELINE
Developmetal Intervention) NEEDED

A. Functional Competencies

B. Core Behavioral Competencies

Feedback:

Ratee Rater Approving Authority

VELOPMENT PLANS

RESOURCES
NEEDED
 MID-YEAR REVIEW FORM (MRF)
Name of Employee RHEINJOHN A. SAMPANG Name of Rater: LYNA H. BASRI, Ed. D.
Position: TEACHER-III Position: PRINIPAL-II
District/School: BEGANG NATIONAL HIGH SCHOOL Date of Review: 04/06/18

Rating Period: JUNE 2017-MARCH 2018

MID-YEAR REVIEW/RATING
WEIGHT RATEE (Teacher) RATER (Principal)
PERFORMANCE
MFOs KRAs OBJECTIVES TIMELINE PER MOV TARGET
KRA Rating Remarks Rating Remarks

1 Quality

Efficiency

Timeliness

*Please see attached list of MOV

RHEINJOHN A. SAMPANG ARNEL B. HAJAN, Ed.D.

Ratee Ratee Approving Authority
REVIEW FORM (MRF)

MID-YEAR REVIEW
RESULTS
 PERFORMANCE MONITORING AND COACHING FORM

CRITICAL INCIDENCE IMPACT ON JOB/ ACTION

DATE DESCRIPTION OUTPUT PLAN
NITORING AND COACHING FORM

SIGNATURE
(Rater/Ratee)
 CLASSROOM OBSERVATION TOOL (COT) - RPMS
TEACHER I-III

RATING SHEET

OBSERVER: DATE:

TEACHER OBSERVED:

SUBJECT & GRADE LEVEL TAUGH

OBSERVATION: 1□ 2□ 3□ 4□

DIRECTIONS FOR THE OBSERVER

1. Rate each item on the checklist according to how well the teacher performed during the
classroom observation. Mark the appropriate column with a (/) mark.
2. Each indicator is assessed on an individual basis.
3. Attach your Observation Notes Form to the completed rating sheet.

THE TEACHER 3 4 5 6 7 NO
Applies knowledge of content within and across curriculum
1.
teaching areas

2. Uses a range of teaching strategies that enhance learner

achievement in literacy and numeracy skills
Applies a range of teaching strategies to develop critical and
3. creative thinking, as well as other higher-order thinking skills

Manages classroom structure to engage learners, individually

4. or in groups, in meaningful exploration, discovery and hands-
on activities within a range of physical learning environments
Manages learner behavior constructively by applying positive
5. and non-violent discipline to ensure learning-focused
environment
Uses differentiated, developmentally appropriate learning
6. experiences to addresslearners' gender, needs, strengths,
interests and experiences
Plans, manages and implements developmentally sequenced
7. teaching and learning processes to meet curriculum
requirements and varied teaching contexts
Selects, develops, organizes and uses appropriate teaching
8. and learning resources, including ICT, to address learning
goals
Designs, selects, organizes, and uses diagnostic, formative and
9. summative assessment strategies consistent with curriculum
requirements
OTHER COMMENTS:

Note: For schools with only one observer (i.e., Principal), this form serve as the final rating sheet.

Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
 CLASSROOM OBSERVATION TOOL (COT) - RPMS
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM

OBSERVER 1: NAME OF THE TEACHER OBSERVED:

OBSERVER 2:

OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:

DATE:

OBSERVATION 1 □ 2□ 3□ 4□

DIRECTIONS FOR THE OBSERVER:

1. Indicate your individual rating for each indicator.

2. Discuss within the group your reason(s) for such raating. In case of different ratings, the
observers must resolve the differences and come up with an agreed rating. The final rating is nit
an average; it is a finak rating based on reasoned and consenual judgment.

3. Attach all Individual Rating Sheets to this Inter-Observer Agreement Form.

AGREE
Observe Observe Observe D
THE TEACHER r1 r2 r3 RATIN
Applies knowledge of content within and across curriculum G
1. teaching areas

2. Uses a range of teaching strategies that enhance learner

achievement in literacy and numeracy skills
Applies a range of teaching strategies to develop critical and
3. creative thinking, as well as other higher-order thinking skills

Manages classroom structure to engage learners, individually or

4. in groups, in meaningful exploration, discovery and hands-on
activities within a range of physical learning environments
Manages learner behavior constructively by applying positive
5. and non-violent discipline to ensure learning-focused
environment
Uses differentiated, developmentally appropriate learning
6. experiences to addresslearners' gender, needs, strengths,
interests and experiences
Plans, manages and implements developmentally sequenced
7. teaching and learning processes to meet curriculum
requirements and varied teaching contexts

8. Selects, develops, organizes and uses appropriate teaching and

learning resources, including ICT, to address learning goals
Designs, selects, organizes, and uses diagnostic, formative and
9. summative assessment strategies consistent with curriculum
requirements
OTHER COMMENTS:

Signature over Printed Name of Signature over Printed Name of Signature over Printed Name
Observer 1 Observer 2 of Observer 3

RHEINJOHN A. SAMPANG
Signature over Printed Name of the Teacher
 CLASSROOM OBSERVATION TOOL (COT) - RPMS

OBSERVATION NOTES FORM

OBSERVER: DATE: #VALUE!

TEACHER OBSERVED: RHEINJOHN A. SAMPANG TIME STARTED:

SUBJECT & GRADE LEVEL TAUGH #VALUE! TIME ENDED:

OBSERVATION: 1□ 2□ 3□ 4□

GENERAL OBSERVATIONS:
Signature over Printed Name of the Observer
 ANNOTATION

DESCRIPTION OF THE
OBJECTIVES MEANS OF VERIFICATION MOV PRESENTED
ANNOTATION

ANNOTATIONS