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Republic of the Philippines Department of Education Region III-Central Luzon Division of Tarlac City
MATATALAIB HIGH SCHOOL Matatalaib,Tarlac City
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM – Teacher I-III (Proficient Teacher) Name of Employee: Position: Bureau/Center/Service/Division: Rating Period:
JOSHEA D. FACUN SPECIAL SCIENCE TEACHER I DEPARTMENT OF EDUCATION (Division of Tarlac City) MAY 2018 – APRIL 2019
Name of Rater: Position: Date of Review:
MARIA LINDA A. CAYABYAB. Ph.D. PRINCIPAL II
TO BE FILLED DURING EVALUATION
TO BE FILLED IN DURING PLANNING Performance Indicators MFO’s
KRA
Objective
Timeline
Weight per KRA QET
Basic Education Services
Content Knowledge and Pedagogy
1. Applied knowledge of June 2018content within and March 2019 across curriculum teaching areas
22.5%
Quality
Efficiency
Timeliness
2. Used a range of June 2018teaching strategies that March 2019 enhance learner achievement in literacy and numeracy skills
22.5%
Outstanding (5)
Very Satisfactory (4)
Rating
Satisfactory (3)
Unsatisfactory (2)
Poor (1)
Shown knowledge of content and its integration within and across curriculum teaching areas as shown in MOV 1 with a rating of 4
No acceptable evidence was shown
Shown knowledge of content and its integration within and across curriculum teaching areas as shown in MOV 1 with a rating of 7
Shown knowledge of content and its integration within and across curriculum teaching areas as shown in MOV 1 with a rating of 6
Shown knowledge of content and its integration within and across curriculum teaching areas as shown in MOV 1 with a rating of 5
Submitted at least 4 lessons using MOV 1 and supported by any 1 of the given MOV
Submitted 3 lessons using MOV 1 and supported by any 1 of the given MOV
Submitted 2 Submitted any 1 of No lessons using the given MOV acceptable MOV 1 and evidence was supported by any shown 1 of the given MOV
Submitted MOV Submitted MOV Submitted MOV Submitted MOV were distributed were distributed were distributed were distributed across 4 quarters across 3 across 2 quarters across 1 quarter quarters Facilitated using different teaching strategies that promote reading, writing and/or
Facilitated using different teaching strategies that promote
Score
Actual Results
Facilitated using different teaching strategies that promote reading, writing and/or
Facilitated using different teaching strategies that promote reading, writing and/or
No acceptable evidence was shown
Q
E
T
AVE
Quality
Efficiency
numeracy skills as shown in MOV 1 with a rating of 7
reading, writing and/or numeracy skills as shown in MOV 1 with a rating of 6
numeracy skills numeracy skills as as shown in MOV shown in MOV 1 1 with a rating of with a rating of 4 5
Submitted at least 4 learnercentered lessons as evidently shown in MOV 1 and supported by any of the other MOV given
Submitted at least 3 learnercentered lessons as evidently shown in MOV 1 and supported by any of the other MOV given
Submitted at least 2 learnercentered lessons as evidently shown in MOV 1 and supported by any of the other MOV given
Submitted at least 1 learnercentered lessons as evidently shown in MOV 1 and supported by any of the other MOV given
No acceptable evidence was shown
Used different teaching strategies that develop critical and creative thinking and/or other HOTS as shown in MOV 1 with a range of 7
Used different teaching strategies that develop critical and creative thinking and/or other HOTS as shown in MOV 1 with a range of 6
Used different teaching strategies that develop critical and creative thinking and/or other HOTS as shown in MOV 1 with a range of 5
Used different teaching strategies that develop critical and creative thinking and/or other HOTS as shown in MOV 1 with a range of 4
No acceptable evidence was shown
Submitted at least 4 lessons as evidenced by MOV 1 and supported by any 1 of the other given MOV
Submitted 3 lessons as evidenced by MOV 1 and supported by any 1 of the other given MOV
Submitted 2 lessons as evidenced by MOV 1 and supported by any 1 of the other given MOV
Submitted 1 learner-centered lesson as evidently shown in any of the given MOV
No acceptable evidence was shown
Use classroom management strategies that engage learners in activities tasks as shown in MOV 1 with a rating of 7
Use classroom management strategies that engage learners in activities tasks as shown in MOV 1 with a rating of 6
Use classroom management strategies that engage learners in activities tasks as shown in MOV 1 with a rating of 5
Use classroom management strategies that engage learners in activities tasks as shown in MOV 1 with a rating of 4
No acceptable evidence was shown
Submitted at least 4 lessons supported by MOV 1 and any 1 of the other acceptable MOV
Submitted 3 lessons supported by MOV 1 and any 1 of the other acceptable MOV
Submitted 2 lessons supported by MOV 1 and any 1 of the other acceptable MOV
Submitted 1 lesson supported by MOV 1 and any 1 of the other acceptable MOV
Timeliness 3. Applied a range of June 2018teaching strategies to March 2019 develop critical and creative thinking, as well as other higherorder thinking skills
22.5%
Quality
Efficiency
Timeliness Learning Environment and Diversity of Learners
4. Managed classroom June 2018structure to engage March 2019 learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments.
22.5%
Quality
Efficiency
Timeliness 5. Managed learner June 2018behavior constructively March 2019 by applying positive and non-violent discipline to ensure learning-focused environments
22.5%
Quality
Efficiency
Applied teacher management strategies of learner behavior that promote positive and nonviolent discipline as shown in MOV submitted with a rating of 7
Applied teacher management strategies of learner behavior that promote positive and nonviolent discipline as shown in MOV submitted with a rating of 6
Applied teacher management strategies of learner behavior that promote positive and nonviolent discipline as shown in MOV submitted with a rating of 5
Applied teacher management strategies of learner behavior that promote positive and nonviolent discipline as shown in MOV submitted with a rating of 4
No acceptable evidence was shown
Submitted at least 4 of the given strategies as observed in at least 4 lessons
Submitted 3 of the given strategies as observed in at least 3 lessons
Submitted 2 of the given strategies as observed in at least 3 lessons
Submitted any 1 of the given strategies as observed in at least 3 lessons
No acceptable evidence was shown
Applied differentiated teaching strategies to address learner diversity as shown in MOV 1 with a rating of 7
Applied differentiated teaching strategies to address learner diversity as shown in MOV 1 with a rating of 6
Applied differentiated teaching strategies to address learner diversity as shown in MOV 1 with a rating of 5
Applied differentiated teaching strategies to address learner diversity as shown in MOV 1 with a rating of 4
No acceptable evidence shown
Submitted at least 4 differentiated teaching strategies in at least 2 lessons as evidenced by MOV 1 and supported by any 1 of the other acceptable MOV
Submitted 3 differentiated teaching strategies in at least 2 lessons as evidenced by MOV 1 and supported by any 1 of the other acceptable MOV
Submitted 2 differentiated teaching strategies in at least 2 lessons as evidenced by MOV 1 and supported by any 1 of the other acceptable MOV
Submitted any 1 differentiated teaching strategies in at least 2 lessons as evidenced by MOV 1 and supported by any 1 of the other acceptable MOV
No acceptable evidence shown
Planned and implemented developmentally sequenced teaching and learning process shown in MOV 1 with a rating of 7
Planned and implemented developmentally sequenced teaching and learning process shown in MOV 1 with a rating of 6
Planned and implemented developmentally sequenced teaching and learning process shown in MOV 1 with a rating of 5
Planned and implemented developmentally sequenced teaching and learning process shown in MOV 1 with a rating of 4
Submitted at least 4 developmentally sequenced teaching and learning process
Submitted 3 developmentally sequenced teaching and learning process as evidently
Submitted 2 developmentally sequenced teaching and learning process as evidently
Submitted 1 developmentally sequenced teaching and learning process as evidently
Timeliness 6. Used differentiated, June 2018developmentally March 2019 appropriate learning experiences to address learners’ gender, needs, strengths, interests and experiences
22.5%
Quality
Efficiency
Timeliness Curriculum and Planning
7. Planned, managed June 2018and implemented March 2019 developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts
22.5%
Quality
Efficiency
No acceptable evidence was shown
as evidently shown in MOV 1 and supported by any of the other given MOV
shown in MOV 1 and supported by any of the other given MOV
shown in MOV 1 and supported by any of the other given MOV
shown in MOV 1 and supported by any of the other given MOV
Consistently participated in LACs/FGDs/meet ings to discuss teacher/learner feedback to enrich instruction as shown in the MOV submitted
Frequently participated in LACs/FGDs/meet ings to discuss teacher/learner feedback to enrich instruction as shown in the MOV submitted
Occasionally participated in LACs/FGDs/meet ings to discuss teacher/learner feedback to enrich instruction as shown in the MOV submitted
Rarely participated in LACs/FGDs/meet ings to discuss teacher/learner feedback to enrich instruction as shown in the MOV submitted
No acceptable evidence was shown
Participated in at least 4 LACs/FGDs/meet ings as evidently shown in any 1 of the given MOV
Participated in 3 LACs/FGDs/meet ings as evidently shown in any 1 of the given MOV
Participated in 2 LACs/FGDs/meet ings as evidently shown in any 1 of the given MOV
Participated in 1 LACs/FGDs/meet ings as evidently shown in any 1 of the given MOV
No acceptable evidence was shown
Developed and used varied teaching and learning resources, including ICT, to address learning goals as shown in MOV 1 with a rating of 7
Developed and used varied teaching and learning resources, including ICT, to address learning goals as shown in MOV 1 with a rating of 6
Developed and used varied teaching and learning resources, including ICT, to address learning goals as shown in MOV 1 with a rating of 5
Developed and used varied teaching and learning resources, including ICT, to address learning goals as shown in MOV 1 with a rating of 4
No acceptable evidence was shown
Submitted at least 4 varied teaching and learning resources, including ICT, as evidently shown in MOV 1 and supported by any 1 of the acceptable MOV
Submitted 3 varied teaching and learning resources, including ICT, as evidently shown in MOV 1 and supported by any 1 of the acceptable MOV
Submitted 2 varied teaching and learning resources, including ICT, as evidently shown in MOV 1 and supported by any 1 of the acceptable MOV
Submitted any teaching and learning resources, including ICT, as evidently shown in MOV 1 and supported by any 1 of the acceptable MOV
Designed, selected, organized and used diagnostic, formative and summative assessment
Designed, selected, organized and used diagnostic, formative and summative assessment
Designed, selected, organized and used diagnostic, formative and summative assessment
Designed, selected, organized and used diagnostic, formative and summative assessment
Timeliness 8. Participated in June 2018collegial discussions March 2019 that use teacher and learner feedback to enrich teaching practice
22.5%
Quality
Efficiency
Timeliness 9. Selected, developed, June 2018organized and used March 2019 appropriate teaching and learning resources, including ICT, to address learning goals
22.5%
Quality
Efficiency
Timeliness Assessment and 10. Designed, selected, June 2018Reporting organized and used March 2019 diagnostic, formative and summative assessment strategies consistent with curriculum
22.5% Quality
No acceptable evidence was shown
requirements
Efficiency
strategies consistent with curriculum requirements as shown in MOV 1 with a rating of 7
strategies consistent with curriculum requirements as shown in MOV 1 with a rating of 6
strategies consistent with curriculum requirements as shown in MOV 1 with a rating of 5
strategies consistent with curriculum requirements as shown in MOV 1 with a rating of 4
Submitted at least 4 varied assessment tools as evidently shown in any of the acceptable MOV
Submitted 3 varied assessment tools as evidently shown in any of the acceptable MOV
Submitted 2 varied assessment tools as evidently shown in any of the acceptable MOV
Submitted 1 varied assessment tools as evidently shown in any of the acceptable MOV
No acceptable evidence was shown
Consistently monitored and evaluated learner progress and achievement using learner attainment data as shown in the MOV submitted
Frequently monitored and evaluated learner progress and achievement using learner attainment data as shown in the MOV submitted
Occasionally monitored and evaluated learner progress and achievement using learner attainment data as shown in the MOV submitted
Rarely monitored and evaluated learner progress and achievement using learner attainment data as shown in the MOV submitted
No acceptable evidence was shown
Submitted a combination of at least 4 of the acceptable MOV
Submitted a combination of at least 3 of the acceptable MOV
Submitted a Submitted 1 combination of at acceptable MOV least 2 of the acceptable MOV
No acceptable evidence was shown
Timeliness 11. Monitored and June 2018evaluated learner March 2019 progress and achievement using learner attainment data
22.5%
Quality
Efficiency
Timeliness 12. Communicated June 2018promptly and clearly the March 2019 learners’ needs, progress and achievement to key stakeholders, including parents/guardians
Submitted MOV Submitted MOV Submitted MOV Submitted MOV No were distributed were distributed were distributed were completed acceptable across 4 quarters across 3 quarters across 2 quarters in only 1 quarter evidence was shown Consistently showed prompt and clear communication of the learners’ needs, progress and achievement to key stakeholders including parents/guardian s as shown in the MOV submitted
Frequently showed prompt and clear communication of the learners’ needs, progress and achievement to key stakeholders including parents/guardian s as shown in the MOV submitted
Occasionally showed prompt and clear communication of the learners’ needs, progress and achievement to key stakeholders including parents/guardian s as shown in the MOV submitted
Rarely showed prompt and clear communication of the learners’ needs, progress and achievement to key stakeholders including parents/guardian s as shown in the MOV submitted
No acceptable evidence was shown
Efficiency
Submitted a combination of at least 4 of the acceptable MOV
Submitted a combination of 3 of the acceptable MOV
Submitted a Submitted any 1 combination of 2 of the acceptable of the acceptable MOV MOV
No acceptable evidence was shown
Timeliness
Submitted MOV Submitted MOV Submitted MOV Submitted MOV No were distributed were distributed were distributed was completed in acceptable across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence was
22.5%
Quality
shown Plus Factor
13. Performed various June 2018related works/activities March 2019 10% that contribute to the teaching-learning process
Quality
Efficiency
Consistently performed various related work/activities that contribute to the teachinglearning process as shown in the MOV submitted
Frequently performed various related work/activities that contribute to the teachinglearning process as shown in the MOV submitted
Occasionally performed various related work/activities that contribute to the teachinglearning process as shown in the MOV submitted
Rarely performed various related work/activities that contribute to the teachinglearning process as shown in the MOV submitted
No acceptable evidence was shown
Submitted at Submitted 3 Submitted 2 Submitted any 1 least 4 different different kinds of different kinds of of the acceptable kinds of acceptable MOV acceptable MOV MOV acceptable MOV
No acceptable evidence was shown
Timeliness OVERALL RATING FOR ACCOMPLISHMENT
MARIA LINDA A. CAYABYAB, Ph.D Rater
JOSHEA D. FACUN Ratee
TERESA D. MABABA, CESO V Approving Authority
MATATALAIB HIGH SCHOOL Matatalaib,Tarlac City
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM – Teacher I-III (Proficient Teacher) Name of Employee: Position: Bureau/Center/Service/Division: Rating Period:
JOSHEA D. FACUN SPECIAL SCIENCE TEACHER I DEPARTMENT OF EDUCATION (Division of Tarlac City) MAY 2018 – APRIL 2019
Name of Rater: Position: Date of Review:
MARIA LINDA A. CAYABYAB. Ph.D. PRINCIPAL II
TO BE FILLED DURING EVALUATION
TO BE FILLED IN DURING PLANNING Performance Indicators MFO’s
KRA
Objective
Timeline
Weight per KRA QET
Basic Education Services
Content Knowledge and Pedagogy
1. Applied knowledge of June 2018content within and March 2019 across curriculum teaching areas
22.5%
Quality
Efficiency
Timeliness
2. Used a range of June 2018teaching strategies that March 2019 enhance learner achievement in literacy and numeracy skills
22.5%
Outstanding (5)
Very Satisfactory (4)
Rating
Satisfactory (3)
Unsatisfactory (2)
Poor (1)
Shown knowledge of content and its integration within and across curriculum teaching areas as shown in MOV 1 with a rating of 4
No acceptable evidence was shown
Shown knowledge of content and its integration within and across curriculum teaching areas as shown in MOV 1 with a rating of 7
Shown knowledge of content and its integration within and across curriculum teaching areas as shown in MOV 1 with a rating of 6
Shown knowledge of content and its integration within and across curriculum teaching areas as shown in MOV 1 with a rating of 5
Submitted at least 4 lessons using MOV 1 and supported by any 1 of the given MOV
Submitted 3 lessons using MOV 1 and supported by any 1 of the given MOV
Submitted 2 Submitted any 1 of No lessons using the given MOV acceptable MOV 1 and evidence was supported by any shown 1 of the given MOV
Submitted MOV Submitted MOV Submitted MOV Submitted MOV were distributed were distributed were distributed were distributed across 4 quarters across 3 across 2 quarters across 1 quarter quarters Facilitated using different teaching strategies that promote reading, writing and/or
Facilitated using different teaching strategies that promote
Score
Actual Results
Facilitated using different teaching strategies that promote reading, writing and/or
Facilitated using different teaching strategies that promote reading, writing and/or
No acceptable evidence was shown
Q
E
T
AVE
Quality
Efficiency
numeracy skills as shown in MOV 1 with a rating of 7
reading, writing and/or numeracy skills as shown in MOV 1 with a rating of 6
numeracy skills numeracy skills as as shown in MOV shown in MOV 1 1 with a rating of with a rating of 4 5
Submitted at least 4 learnercentered lessons as evidently shown in MOV 1 and supported by any of the other MOV given
Submitted at least 3 learnercentered lessons as evidently shown in MOV 1 and supported by any of the other MOV given
Submitted at least 2 learnercentered lessons as evidently shown in MOV 1 and supported by any of the other MOV given
Submitted at least 1 learnercentered lessons as evidently shown in MOV 1 and supported by any of the other MOV given
No acceptable evidence was shown
Used different teaching strategies that develop critical and creative thinking and/or other HOTS as shown in MOV 1 with a range of 7
Used different teaching strategies that develop critical and creative thinking and/or other HOTS as shown in MOV 1 with a range of 6
Used different teaching strategies that develop critical and creative thinking and/or other HOTS as shown in MOV 1 with a range of 5
Used different teaching strategies that develop critical and creative thinking and/or other HOTS as shown in MOV 1 with a range of 4
No acceptable evidence was shown
Submitted at least 4 lessons as evidenced by MOV 1 and supported by any 1 of the other given MOV
Submitted 3 lessons as evidenced by MOV 1 and supported by any 1 of the other given MOV
Submitted 2 lessons as evidenced by MOV 1 and supported by any 1 of the other given MOV
Submitted 1 learner-centered lesson as evidently shown in any of the given MOV
No acceptable evidence was shown
Use classroom management strategies that engage learners in activities tasks as shown in MOV 1 with a rating of 7
Use classroom management strategies that engage learners in activities tasks as shown in MOV 1 with a rating of 6
Use classroom management strategies that engage learners in activities tasks as shown in MOV 1 with a rating of 5
Use classroom management strategies that engage learners in activities tasks as shown in MOV 1 with a rating of 4
No acceptable evidence was shown
Submitted at least 4 lessons supported by MOV 1 and any 1 of the other acceptable MOV
Submitted 3 lessons supported by MOV 1 and any 1 of the other acceptable MOV
Submitted 2 lessons supported by MOV 1 and any 1 of the other acceptable MOV
Submitted 1 lesson supported by MOV 1 and any 1 of the other acceptable MOV
Timeliness 3. Applied a range of June 2018teaching strategies to March 2019 develop critical and creative thinking, as well as other higherorder thinking skills
22.5%
Quality
Efficiency
Timeliness Learning Environment and Diversity of Learners
4. Managed classroom June 2018structure to engage March 2019 learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments.
22.5%
Quality
Efficiency
Timeliness 5. Managed learner June 2018behavior constructively March 2019 by applying positive and non-violent discipline to ensure learning-focused environments
22.5%
Quality
Efficiency
Applied teacher management strategies of learner behavior that promote positive and nonviolent discipline as shown in MOV submitted with a rating of 7
Applied teacher management strategies of learner behavior that promote positive and nonviolent discipline as shown in MOV submitted with a rating of 6
Applied teacher management strategies of learner behavior that promote positive and nonviolent discipline as shown in MOV submitted with a rating of 5
Applied teacher management strategies of learner behavior that promote positive and nonviolent discipline as shown in MOV submitted with a rating of 4
No acceptable evidence was shown
Submitted at least 4 of the given strategies as observed in at least 4 lessons
Submitted 3 of the given strategies as observed in at least 3 lessons
Submitted 2 of the given strategies as observed in at least 3 lessons
Submitted any 1 of the given strategies as observed in at least 3 lessons
No acceptable evidence was shown
Applied differentiated teaching strategies to address learner diversity as shown in MOV 1 with a rating of 7
Applied differentiated teaching strategies to address learner diversity as shown in MOV 1 with a rating of 6
Applied differentiated teaching strategies to address learner diversity as shown in MOV 1 with a rating of 5
Applied differentiated teaching strategies to address learner diversity as shown in MOV 1 with a rating of 4
No acceptable evidence shown
Submitted at least 4 differentiated teaching strategies in at least 2 lessons as evidenced by MOV 1 and supported by any 1 of the other acceptable MOV
Submitted 3 differentiated teaching strategies in at least 2 lessons as evidenced by MOV 1 and supported by any 1 of the other acceptable MOV
Submitted 2 differentiated teaching strategies in at least 2 lessons as evidenced by MOV 1 and supported by any 1 of the other acceptable MOV
Submitted any 1 differentiated teaching strategies in at least 2 lessons as evidenced by MOV 1 and supported by any 1 of the other acceptable MOV
No acceptable evidence shown
Planned and implemented developmentally sequenced teaching and learning process shown in MOV 1 with a rating of 7
Planned and implemented developmentally sequenced teaching and learning process shown in MOV 1 with a rating of 6
Planned and implemented developmentally sequenced teaching and learning process shown in MOV 1 with a rating of 5
Planned and implemented developmentally sequenced teaching and learning process shown in MOV 1 with a rating of 4
Submitted at least 4 developmentally sequenced teaching and learning process
Submitted 3 developmentally sequenced teaching and learning process as evidently
Submitted 2 developmentally sequenced teaching and learning process as evidently
Submitted 1 developmentally sequenced teaching and learning process as evidently
Timeliness 6. Used differentiated, June 2018developmentally March 2019 appropriate learning experiences to address learners’ gender, needs, strengths, interests and experiences
22.5%
Quality
Efficiency
Timeliness Curriculum and Planning
7. Planned, managed June 2018and implemented March 2019 developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts
22.5%
Quality
Efficiency
No acceptable evidence was shown
as evidently shown in MOV 1 and supported by any of the other given MOV
shown in MOV 1 and supported by any of the other given MOV
shown in MOV 1 and supported by any of the other given MOV
shown in MOV 1 and supported by any of the other given MOV
Consistently participated in LACs/FGDs/meet ings to discuss teacher/learner feedback to enrich instruction as shown in the MOV submitted
Frequently participated in LACs/FGDs/meet ings to discuss teacher/learner feedback to enrich instruction as shown in the MOV submitted
Occasionally participated in LACs/FGDs/meet ings to discuss teacher/learner feedback to enrich instruction as shown in the MOV submitted
Rarely participated in LACs/FGDs/meet ings to discuss teacher/learner feedback to enrich instruction as shown in the MOV submitted
No acceptable evidence was shown
Participated in at least 4 LACs/FGDs/meet ings as evidently shown in any 1 of the given MOV
Participated in 3 LACs/FGDs/meet ings as evidently shown in any 1 of the given MOV
Participated in 2 LACs/FGDs/meet ings as evidently shown in any 1 of the given MOV
Participated in 1 LACs/FGDs/meet ings as evidently shown in any 1 of the given MOV
No acceptable evidence was shown
Developed and used varied teaching and learning resources, including ICT, to address learning goals as shown in MOV 1 with a rating of 7
Developed and used varied teaching and learning resources, including ICT, to address learning goals as shown in MOV 1 with a rating of 6
Developed and used varied teaching and learning resources, including ICT, to address learning goals as shown in MOV 1 with a rating of 5
Developed and used varied teaching and learning resources, including ICT, to address learning goals as shown in MOV 1 with a rating of 4
No acceptable evidence was shown
Submitted at least 4 varied teaching and learning resources, including ICT, as evidently shown in MOV 1 and supported by any 1 of the acceptable MOV
Submitted 3 varied teaching and learning resources, including ICT, as evidently shown in MOV 1 and supported by any 1 of the acceptable MOV
Submitted 2 varied teaching and learning resources, including ICT, as evidently shown in MOV 1 and supported by any 1 of the acceptable MOV
Submitted any teaching and learning resources, including ICT, as evidently shown in MOV 1 and supported by any 1 of the acceptable MOV
Designed, selected, organized and used diagnostic, formative and summative assessment
Designed, selected, organized and used diagnostic, formative and summative assessment
Designed, selected, organized and used diagnostic, formative and summative assessment
Designed, selected, organized and used diagnostic, formative and summative assessment
Timeliness 8. Participated in June 2018collegial discussions March 2019 that use teacher and learner feedback to enrich teaching practice
22.5%
Quality
Efficiency
Timeliness 9. Selected, developed, June 2018organized and used March 2019 appropriate teaching and learning resources, including ICT, to address learning goals
22.5%
Quality
Efficiency
Timeliness Assessment and 10. Designed, selected, June 2018Reporting organized and used March 2019 diagnostic, formative and summative assessment strategies consistent with curriculum
22.5% Quality
No acceptable evidence was shown
requirements
Efficiency
strategies consistent with curriculum requirements as shown in MOV 1 with a rating of 7
strategies consistent with curriculum requirements as shown in MOV 1 with a rating of 6
strategies consistent with curriculum requirements as shown in MOV 1 with a rating of 5
strategies consistent with curriculum requirements as shown in MOV 1 with a rating of 4
Submitted at least 4 varied assessment tools as evidently shown in any of the acceptable MOV
Submitted 3 varied assessment tools as evidently shown in any of the acceptable MOV
Submitted 2 varied assessment tools as evidently shown in any of the acceptable MOV
Submitted 1 varied assessment tools as evidently shown in any of the acceptable MOV
No acceptable evidence was shown
Consistently monitored and evaluated learner progress and achievement using learner attainment data as shown in the MOV submitted
Frequently monitored and evaluated learner progress and achievement using learner attainment data as shown in the MOV submitted
Occasionally monitored and evaluated learner progress and achievement using learner attainment data as shown in the MOV submitted
Rarely monitored and evaluated learner progress and achievement using learner attainment data as shown in the MOV submitted
No acceptable evidence was shown
Submitted a combination of at least 4 of the acceptable MOV
Submitted a combination of at least 3 of the acceptable MOV
Submitted a Submitted 1 combination of at acceptable MOV least 2 of the acceptable MOV
No acceptable evidence was shown
Timeliness 11. Monitored and June 2018evaluated learner March 2019 progress and achievement using learner attainment data
22.5%
Quality
Efficiency
Timeliness 12. Communicated June 2018promptly and clearly the March 2019 learners’ needs, progress and achievement to key stakeholders, including parents/guardians
Submitted MOV Submitted MOV Submitted MOV Submitted MOV No were distributed were distributed were distributed were completed acceptable across 4 quarters across 3 quarters across 2 quarters in only 1 quarter evidence was shown Consistently showed prompt and clear communication of the learners’ needs, progress and achievement to key stakeholders including parents/guardian s as shown in the MOV submitted
Frequently showed prompt and clear communication of the learners’ needs, progress and achievement to key stakeholders including parents/guardian s as shown in the MOV submitted
Occasionally showed prompt and clear communication of the learners’ needs, progress and achievement to key stakeholders including parents/guardian s as shown in the MOV submitted
Rarely showed prompt and clear communication of the learners’ needs, progress and achievement to key stakeholders including parents/guardian s as shown in the MOV submitted
No acceptable evidence was shown
Efficiency
Submitted a combination of at least 4 of the acceptable MOV
Submitted a combination of 3 of the acceptable MOV
Submitted a Submitted any 1 combination of 2 of the acceptable of the acceptable MOV MOV
No acceptable evidence was shown
Timeliness
Submitted MOV Submitted MOV Submitted MOV Submitted MOV No were distributed were distributed were distributed was completed in acceptable across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence was
22.5%
Quality
shown Plus Factor
13. Performed various June 2018related works/activities March 2019 10% that contribute to the teaching-learning process
Quality
Efficiency
Consistently performed various related work/activities that contribute to the teachinglearning process as shown in the MOV submitted
Frequently performed various related work/activities that contribute to the teachinglearning process as shown in the MOV submitted
Occasionally performed various related work/activities that contribute to the teachinglearning process as shown in the MOV submitted
Rarely performed various related work/activities that contribute to the teachinglearning process as shown in the MOV submitted
No acceptable evidence was shown
Submitted at Submitted 3 Submitted 2 Submitted any 1 least 4 different different kinds of different kinds of of the acceptable kinds of acceptable MOV acceptable MOV MOV acceptable MOV
No acceptable evidence was shown
Timeliness OVERALL RATING FOR ACCOMPLISHMENT
MARIA LINDA A. CAYABYAB, Ph.D Rater
JOSHEA D. FACUN Ratee
TERESA D. MABABA, CESO V Approving Authority
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