POSITION AND COMPETENCY PROFILE PCP NO.

____ Revision Code:

Department of Education

Position Title Salary Grade 11

Parenthetical Title
Office Unit Effectivity Date
Reports to Page/s
Position Supervised

JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications (For Senior High School Teachers, please refer to: DO 3,s.2016;DO 27,s.2016;and DO 51. s.2017)
Position Title Teacher I Teacher II Teacher III
Education For Secondary - Bachelor of Secondary Education (BSEd) of Bachelor's degree plus 18 professional units in Education, or
appropriate major or Bachelor in Secondary Education, or its equivalent
Experience None Required 1 year relevant experience 2 years relevant experience
Eligibility RA 1080 RA 1080 RA 1080
Trainings None Required None Required None Required
B. Preferred Qualifications
Education (Example: BSE/BSEEd/College Graduate with Education units (18-21), at least 18 MA units)
Experience
Eligibility (Example: PBET or LET Passer)
Trainings (Write all In-service trainings in the past three years)

DUTIES AND RESPONSIBILITIES

1. Applies mastery of content knowledge and its application across learning areas.
2. Facilitates learning using appropriate and innovative teaching strategies and classroom management practices.
3. Manages an environment conducive to learning
4. Addresses learner diversity.
5. Implements and supervises curricular and co-curricular programs to support learning.
6. Monitors and evaluates learner progress and undertakes activities to improve learner performance.
7. Maintains updated records of learner's progress.
8. Counsels and guides learners.
9. Works with relevant stakeholders, both internal and external, to promote learning and improve school performance.
10. Undertakes activities towards persoanl and professional growth.
11. Does related work.
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III
Name of Employee: DORIS A. AGTAS Name of Rater: EDNIE L. AGTAS
Position: TEACHER II Position: MASTER TEACHER I
Bureau/Center/Service/Division: SOUTH COTABATO Date of Review: MARCH, 2019
Rating Period: June 2018 - March 2019
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Weight Performance Indicators

per Rating
Very Actual
MFOs KRAs Objective Timeline KRA Satisfactory Score
QET Outstanding Satisfactory Unsatisfactory Poor Results
(5) (4) (3) (2) (1) Q E T
Basic 1. Content 1. Applied knowledge 22.50% Quality Showed Showed Showed Showed No
Education Knowledge and of content within and knowledge of knowledge of knowledge of knowledge of acceptable
Services Pedagogy across curriculum content and its content and its content and its content and its evidence
teaching areas integration within integration within integration within integration within was shown
and across and across and across and across
subject areas as subject areas as subject areas as subject areas as
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4

Efficiency Submitted at least Submitted 3 Submitted 2 Submitted any 1 No

4 lessons using lessons using lessons using of the given acceptable
MOV 1 and MOV 1 and MOV 1 and MOV evidence
supported by any supported by any supported by any was shown
1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV

Timeliness
Basic 2. Used a range of Quality Facilitated using Facilitated using Facilitated using Facilitated using No
Education teaching strategies different teaching different teaching different teaching different teaching acceptable
Services that enhance learner strategies that strategies that strategies that strategies that evidence
promote reading, promote reading, promote reading, promote reading,
achievement in was shown
writing and/or writing and/or writing and/or writing and/or
literacy and numeracy numeracy skills as numeracy skills as numeracy skills as numeracy skills as
skills shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
 Weight Performance Indicators
per Very Actual Rating
MFOs KRAs Objective Timeline KRA Score
QET Outstanding Satisfactory Satisfactory Unsatisfactory Poor Results
(5) (4) (3) (2) (1) Q E T
Efficiency Submitted at least Submitted 3 Submitted 2 Submitted 1 No
4 learnercentered learnercentered learnercentered learnercentered acceptable
lessons as lessons as lessons as lesson as evidence
evidently shown in
evidently shown evidently shown evidently shown was shown
MOV 1 and
supported by any in MOV 1 and in MOV 1 and in any of the
1 of the other supported by supported by given MOV
MOV given any 1 of the any 1 of the
other MOV other MOV
given given

Timeliness
Basic 3. Applied a range of Quality Used different Used different Used different Used different No
Education teaching strategies to teaching teaching teaching teaching acceptable
Services develop critical and strategies that strategies that strategies that strategies that evidence
develop critical develop critical develop critical develop critical
creative thinking, as was shown
and creative and creative and creative and creative
well as other higher thinking and/or thinking and/or thinking and/or thinking and/or
order thinking skills. other HOTS as other HOTS as other HOTS as other HOTS as
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4

Efficiency Submitted at least Submitted 3 Submitted 2 Submitted 1 No

4 lessons as lessons as lessons as lesson as acceptable
evidenced by evidenced by evidenced by evidenced by evidence
MOV 1 and MOV 1 and MOV 1 and
any 1 of the was shown
supported by any supported by any supported by any
1 of the other 1 of the other 1 of the other given MOV
given MOV given MOV given MOV

Timeliness
Basic 2. Learning 4. Managed 22.50% Quality Used classroom Used classroom Used classroom Used classroom No
Education Environment classroom structure management management management management acceptable
Services and Diversity of to engage learners, strategies that strategies that strategies that strategies that evidence
Learners individually or in engage learners engage learners engage learners engage learners was shown
groups, in meaningful in in in in
exploration, discovery activities/tasks activities/tasks activities/tasks activities/tasks
and hands-on as shown in as shown in as shown in as shown in
activities within a MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
range of physical rating of 7 rating of 6 rating of 5 rating of 4
learning
environments

Weight Performance Indicators

Very Actual Rating
MFOs KRAs Objective Timeline per Outstanding Satisfactory Unsatisfactory Poor Score
KRA QET Satisfactory Results
(5) (4) (3) (2) (1) Q E T
Efficiency Submitted at least Submitted 3 Submitted 2 Submitted 1 No
4 lessons lessons supported lessons supported lesson supported acceptable
supported by MOV by MOV 1 and by MOV 1 and by any of the evidence
1 and any 1 of the any 1 of the other any 1 of the other acceptable MOV
was shown
other acceptable acceptable MOV acceptable MOV
MOV

Timeliness
Basic 5. Managed learner Quality Applied teacher Applied teacher Applied teacher Applied teacher No
Education behavior management management management management acceptable
Services constructively by strategies of strategies of strategies of strategies of evidence
learner behavior learner behavior learner behavior learner behavior
applying positive and was shown
that promote that promote that promote that promote
non-violent discipline positive and non- positive and non- positive and non- positive and non-
to ensure learning violent discipline violent discipline violent discipline violent discipline
focused as shown in MOV as shown in MOV as shown in MOV as shown in MOV
environments. submitted with a submitted with a submitted with a submitted with a
rating of 7 rating of 6 rating of 5 rating of 4

Efficiency Submitted at least Submitted at least Submitted at least Submitted any 1 of No

4 of the given 4 of the given 4 of the given the given acceptable
strategies as strategies as strategies as strategies as evidence
observed in at observed in 3 observed in 2 observed in only 1
was shown
least 4 lessons lessons lessons lesson

Timeliness
Basic 6. Used differentiated, Quality Applied Applied Applied Applied No
Education developmentally differentiated differentiated differentiated differentiated acceptable
Services appropriate learning teaching teaching teaching teaching evidence
experiences to strategies to strategies to strategies to strategies to shown
address learners’ address learner address learner address learner address learner
gender, needs, diversity as diversity as diversity as diversity as
strengths, interests shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
and experiences. with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4

Weight Performance Indicators

per Very Actual Rating
MFOs KRAs Objective Timeline KRA Score
QET Outstanding Satisfactory Satisfactory Unsatisfactory Poor Results
(5) (4) (3) (2) (1) Q E T
Efficiency Submitted at least Submitted 3 Submitted 2 Submitted any 1 No
4 differentiated differentiated differentiated differentiated acceptable
teaching teaching teaching teaching evidence
strategies in at strategies in at strategies in 2 strategy in only shown No
least 2 lessons least 2 lessons as lessons as
as evidenced by evidenced by evidenced by 1 lesson as acceptable
MOV 1 and MOV 1 and MOV 1 and evidently shown evidence
supported by any supported by any supported by any in any 1 of the was show
1 of the other 1 of the other 1 of the other acceptable MOV
acceptable MOV acceptable MOV acceptable MOV

Timeliness
Basic 3. Curriculum 7. Planned, managed 22.50% Quality Planned and Planned and Planned and Planned and No
Education and Planning and implemented implemented implemented implemented implemented acceptable
Services developmentally developmentally developmentally developmentally developmentally evidence
sequenced sequenced sequenced
sequenced teaching sequenced was shown
teaching and teaching and teaching and
and learning learning process learning process teaching and learning process
processes to meet as shown in MOV as shown in MOV learning process as shown in MOV
curriculum 1 with a rating of 7 1 with a rating of 6 as 1 with a rating of 5
requirements and
varied teaching
contexts
 requirements and
varied teaching
contexts

Efficiency Submitted at least Submitted 3 Submitted 2 Submitted 1 No

4 developmentally developmentally developmentally developmentally acceptable
sequenced sequenced sequenced sequenced evidence
teaching and teaching and teaching and
teaching and was shown
learning process learning process learning process
as evidently as evidently as evidently learning process
shown in MOV 1 shown in MOV 1 shown in MOV 1 as evidently
and supported by and supported by and supported by shown in any 1
any 1 of the other any 1 of the other any 1 of the other of the given
given MOV given MOV given MOV MOV

Timeliness

Weight Performance Indicators

per Very Actual Rating
MFOs KRAs Objective Timeline KRA Outstanding Satisfactory Unsatisfactory Poor Score
QET Satisfactory Results
(5) (4) (3) (2) (1) Q E T
Basic 8. Participated in Quality Consistently Frequently Occasionally Rarely No
Education collegial discussions participated in participated in participated in participated in acceptable
Services that use teacher and LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ evidence
learner feedback to meetings to meetings to meetings to meeting to was shown
enrich teaching discuss discuss discuss discuss
practice teacher/learner teacher/learner teacher/learner teacher/learner
feedback to feedback to feedback to feedback to
enrich enrich enrich enrich
instruction as instruction as instruction as instruction as
shown in the shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted MOV submitted

Efficiency Participated in at Participated in 3 Participated in 2 Participated in 1 No

least 4 LACs/FGDs/ LACs/FGDs/ LAC/FGD/ acceptable
LACs/FGDs/ meetings as meetings as meeting as evidence
meetings as evidently shown evidently shown evidently shown was shown
evidently shown in any 1 of the in any 1 of the in any 1 of the
in any 1 of the given MOV given MOV given MOV
given MOV

Timeliness
Basic 9. Selected, Quality Developed and Developed and Developed and Developed and No
Education developed, organized used varied used varied used varied used varied acceptable
Services and used appropriate teaching and teaching and teaching and teaching and evidence
teaching and learning learning learning learning learning was shown
resources, including resources, resources, resources, resources,
ICT, to address including ICT, to including ICT, to including ICT, to including ICT, to
learning goals address learning address learning address learning address learning
goals as shown goals as shown goals as shown goals as shown
in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No

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

Timeliness
Weight Performance Indicators
per Very Actual Rating
MFOs KRAs Objective Timeline KRA Score
QET Outstanding Satisfactory Satisfactory Unsatisfactory Poor Results
(5) (4) (3) (2) (1) Q E T
Basic 4. Assessment 10. Designed, 22.50% Quality Designed, Designed, Designed, Designed, No
Education and Reporting selected, organized selected, selected, selected, selected, acceptable
Services and used diagnostic, organized and organized and organized and organized and evidence
used diagnostic, used diagnostic, used diagnostic, used diagnostic,
formative and was shown
formative and formative and formative and formative and
summative summative summative summative summative
assessment assessment assessment assessment assessment
strategies consistent strategies strategies strategies strategies
with curriculum consistent with consistent with consistent with consistent with
requirements curriculum curriculum curriculum curriculum
requirements as requirements as requirements as requirements as
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
 Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 varied varied varied assessment tool acceptable
assessment assessment assessment as evidently evidence
tools as tools as tools as shown in any of was shown
evidently shown evidently shown evidently shown the acceptable
in any 1 of the in any 1 of the in any 1 of the MOV
acceptable MOV acceptable MOV acceptable MOV

Timeliness
Basic 11. Monitored and Quality Consistently Frequently Occasionally Rarely monitored No
Education evaluated learner monitored and monitored and monitored and and evaluated acceptable
Services progress and evaluated learner evaluated learner evaluated learner learner progress evidence
progress and progress and progress and and achievement
achievement using was shown
achievement using achievement using achievement using using learner
learner attainment learner attainment learner attainment learner attainment attainment data as
data data as shown in data as shown in data as shown in shown in the MOV
the MOV the MOV the MOV submitted
submitted submitted submitted

Efficiency Submitted a Submitted a Submitted a Submitted 1 No

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

Weight Performance Indicators

per Very Actual Rating
MFOs KRAs Objective Timeline KRA Outstanding Satisfactory Unsatisfactory Poor Score
QET Satisfactory Results
(5) (4) (3) (2) (1) Q E T
Basic 12. Communicated Quality Consistently Frequently Occasionally Rarely showed No
Education promptly and clearly showed prompt showed prompt showed prompt prompt and clear acceptable
Services the learners’ needs, and clear and clear and clear communication of evidence
communication of communication of communication of the learners’
progress and was shown
the learners’ the learners’ the learners’ needs, progress
achievement to key needs, progress needs, progress needs, progress and achievement
stakeholders, and achievement and achievement and achievement to key
including to key to key to key stakeholders,
parents/guardians. stakeholders, stakeholders, stakeholders, including parents/
including parents/ including parents/ including parents/ guardians as
guardians as guardians as guardians as shown in the MOV
shown in the MOV shown in the MOV shown in the MOV submitted
submitted submitted submitted

Efficiency Submitted a Submitted a Submitted a Submitted any 1 No

combination of combination of 3 combination of 2 of the given acceptable
at least 4 of the of the of the MOV evidence
acceptable MOV acceptable MOV acceptable MOV 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 shown
Basic 5. Plus Factor 13. Performed 10.00% Quality Consistently Frequently Occasionally Rarely No
Education various related performed performed performed performed acceptable
Services works/activities that various related various related various related various related evidence
contribute to the work/activities work/activities work/activities work/activities was shown
teaching-learning that contribute to that contribute to that contribute to that contribute to
process. the teaching the teaching the teaching the teaching
learning process learning process learning process learning process
as shown in the as shown in the as shown in the as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No

least 4 different different kinds of different kinds of of the acceptable
kinds of acceptable MOV acceptable MOV acceptable MOV evidence
acceptable MOV was shown

Timeliness
RATING FOR
OVERALL
ACCOMPLIS
HMENTS

Ratee: Rater: APPROVING AUTHORITY:

DORIS A. AGTAS EDNIE L. AGTAS ALICIA C. VILLANUEVA
Teacher I Master Teacher I School Principal I

ADJECTIVAL RATING EQUIVALENCIES

RANGE ADJECTIVAL RATING
4.500 - 5.000 Outstanding
3.500 - 4.499 Very Satisfactory
2.500 - 3.499 Satisfactory
1.500 - 2.499 Unsatisfactory
Below 1.499 Poor
 Major Final Key Result Areas Performance Indicators
Outputs Objectives Means of Verification (MOVs) QET Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(KRAs)
(MFOs) (5) (4) (3) (2) (1)
Content Knowledge 1. Applied knowledge of 1. Classroom observation tool (COT) rating sheet and/or inter- Quality Showed Showed knowledge Showed Showed No acceptable
and Pedagogy content within and across knowledge of of content and its knowledge of knowledge of evidence was
observer agreement form about knowledge of content within and
curriculum teaching areas. content and its integration within content and its content and its shown
across curriculum teaching areas integration within and across subject integration integration
and across areas as shown in within and within and
subject areas as MOV 1 with a across subject across subject
shown in MOV 1 rating of 6 areas as shown areas as
2. Lesson plans/modified DLLs developed highlighting integration of with a rating of 7 in MOV 1 with a shown in MOV
content knowledge within and across subject areas rating of 5 1 with a rating
of 4
3. Instructional materials highlighting mastery of content and its
integration in other subject areas
4. Performance tasks/test material(s) highlighting integration of content Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No acceptable
knowledge within and across subject areas least 4 lessons lessons using MOV lessons using 1 of the given evidence was
using MOV 1 and 1 and supported by MOV 1 and MOV shown
5. Others (Please specify and provide annotations) supported by any any 1 of the other supported by
1 of the other given MOV any 1 of the
given MOV other given
MOV

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

4. Performance tasks/test material(s) used in teaching

5. Results of assessment used in teaching

6. Others (Please specify and provide annotations) Efficiency Submitted at Submitted 3 learner Submitted 2 Submitted 1 No acceptable
least 4 learner centered learnercentered learnercentere evidence was
lessons d lesson
 centered lessons lessons as as evidently as evidently shown
as evidently shown evidently shown in shown in MOV shown in any
in MOV 1 and MOV 1 and 1 and supported of the given
supported by any 1
supported by any 1 by any 1 of the MOV
of the other MOV
given of the other MOV other MOV
given given

Timeliness
3. Applied a range of teaching 1. Classroom observation tool (COT) rating sheet and/or inter-observer Quality Used different teaching Used different teaching Used different Used different No acceptable
strategies that develop strategies that develop teaching strategies teaching strategies evidence was
strategies to develop critical agreement form about teaching strategies to develop critical and critical and creative critical and creative that develop critical that develop critical
shown
and creative thinking, as well creative thinking, as well as other higherorder thinking skills thinking and/or other thinking and/or other and creative thinking and creative thinking
HOTS as shown in HOTS as shown in MOV 1 and/or other HOTS as and/or other HOTS
as other higher-order thinking MOV 1 with a rating of with a rating of 6 shown in MOV 1 with as shown in MOV 1
skills. 7 a rating of 5 with a rating of 4
2. Lesson plans/modified DLLs used in teaching highlighting different
teaching strategies that develop critical and creative thinking and/or
other HOTS
3. Instructional materials highlighting different teaching strategies that Efficiency Submitted at least 4 Submitted 3 lessons as Submitted 2 lessons Submitted 1 lesson No acceptable
lessons as evidenced evidenced by MOV 1 and as evidenced by as evidenced by evidence was
develop critical and creative thinking and/or other HOTS by MOV 1 and supported by any 1 of the MOV 1 and supported any 1 of the given
supported by any 1 of other given MOV by any 1 of the other MOV
shown
the other given MOV given MOV
4. Performance tasks/test material(s) used in demonstration teaching

5. Results of assessment used in teaching

6. Others (Please specify and provide annotations) Timeliness
Learning Environment 4. Managed classroom 1. Classroom observation tool (COT) rating sheet and/or inter-observer Quality Used classroom Used classroom Used classroom Used No acceptable
and Diversity of structure to engage learners, agreement form about managing classroom structure that engages management management management classroom evidence was
Learners individually or in groups, in learners in various activities strategies that strategies that strategies that management shown
meaningful exploration, engage learners engage learners in engage learners strategies that
in activities/tasks activities/tasks as in engage
discovery and hands-on 2. Lesson plans/modified DLLs highlighting various classroom
as shown in shown in MOV 1 activities/tasks learners in
activities within a range of management strategies that engage learners in activities/tasks in MOV 1 with a with a rating of 6 as shown in activities/tasks
physical learning different physical learning environments rating of 7 MOV 1 with a as shown in
environments. rating of 5 MOV 1 with a
3. Others (Please specify and provide annotations) rating of 4

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable

least 4 lessons lessons supported lessons lesson evidence was
supported by by MOV 1 and any supported by supported by shown
MOV 1 and any 1 of the other MOV 1 and any any of the
1 of the other acceptable MOV 1 of the other acceptable
acceptable MOV acceptable MOV
MOV
 Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable
least 4 lessons lessons supported lessons lesson evidence was
supported by by MOV 1 and any supported by supported by shown
MOV 1 and any 1 of the other MOV 1 and any any of the
1 of the other acceptable MOV 1 of the other acceptable
acceptable MOV acceptable MOV
MOV

Timeliness
5. Managed learner behavior Classroom observation tool (COT) rating sheet and/or inter-observer Quality Applied teacher Applied teacher Applied teacher Applied No acceptable
constructively by applying agreement form about teacher management of learner behavior using management management management teacher evidence was
positive and non-violent the following strategies: strategies of strategies of strategies of management shown
discipline to ensure learning- learner behavior learner behavior learner behavior strategies of
1. Providing motivation that promote that promote that promote learner
focused environments.
positive and non- positive and non- positive and behavior that
2. Praising the learners/Giving positive feedback violent discipline violent discipline as non-violent promote
as shown in shown in MOV discipline as positive and
3. Setting house rules/guidelines MOV submitted submitted with a shown in MOV non-violent
4. Ensuring learners’ active participation with a rating of 7 rating of 6 submitted with a discipline as
Applied rating of 5 shown in MOV
5. Allowing learners to express their ideas/opinions submitted with
6. Giving equal opportunities to learners a rating of 4
7. Encouraging learners to ask questions
8. Others (Please specify and provide annotations)
Efficiency Submitted at Submitted at least Submitted at Submitted any No acceptable
least 4 of the 4 of the given least 4 of the 1 of the given evidence was
given strategies strategies as given strategies strategies as shown
as observed in at observed in 3 as observed in observed in
least 4 lessons lessons 2 lessons only 1 lesson

Timeliness
6. Used differentiated, 1. Classroom observation tool (COT) rating sheet and/or inter-observer Quality Applied Applied differentiated Applied Applied No acceptable
developmentally appropriate agreement form about using differentiated, developmentally differentiated teaching strategies to differentiated differentiated evidence shown
teaching strategies address learner teaching teaching
learning experiences to appropriate learning experiences to address learner diversity as shown in strategies to strategies to
address learners’ gender, diversity as shown MOV 1 with a rating address learner address learner
needs, strengths, interests 2. Lesson plans/modified DLLs developed highlighting differentiation in in MOV 1 with a of 6 diversity as diversity as
and experiences. content, product, process, learning environment or others according to rating of 7 shown in MOV 1 shown in MOV 1
with a rating of 5 with a rating of 4
learners’ gender, needs, strengths, interests and experiences
 Efficiency Submitted at least 4 Submitted 3 Submitted 2 Submitted any 1 No acceptable
differentiated teaching differentiated teaching differentiated differentiated evidence shown
3. Instructional materials developed highlighting differentiation in strategies in strategies in at least 2 teaching strategies teaching strategy No acceptable
content, product, process, learning environment or others according to in 2 lessons as
in
learners’ gender, needs, strengths, interests and experiences

4. Others (Please specify and provide annotations) at least 2 lessons lessons as evidenced evidenced by only 1 lesson as evidence was
as evidenced by by MOV 1 and MOV 1 and evidently shown shown
MOV 1 and supported by any 1 of supported by any in any 1 of the
supported by any 1 the other acceptable 1 of the other acceptable MOV
of the other MOV acceptable MOV
acceptable MOV

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

Timeliness
8. Participated in collegial 1. Personal notes of teachers on LACs/FGDs/meetings with proof of Quality Consistently Frequently Occasionally Rarely No acceptable
discussions that use teacher attendance participated in participated in participated in participated in evidence was
LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ shown
and learner feedback to meetings to meetings to discuss meetings to meeting to
2. Minutes of LAC/FGD sessions on use of teacher and learner
enrich teaching practice. discuss teacher/ teacher/ discuss teacher/ discuss
feedback to enrich teaching practice with proof of attendance teacher/learner
feedback
3. Others (Please specify and provide annotations)

learner feedback learner feedback to learner to enrich

to enrich enrich instruction feedback to instruction as
instruction as as shown in the enrich shown in the
shown in the MOV submitted instruction as MOV submitted
MOV submitted shown in the
MOV submitted

Efficiency Participated in at Participated in 3 Participated in 2 Participated in No acceptable

least 4 LACs/FGDs/ LACs/FGDs/ 1 LAC/FGD/ evidence was
LACs/FGDs/ meetings as meetings as meeting as shown
meetings as evidently shown in evidently shown evidently
evidently shown any 1 of the given in any 1 of the shown in any 1
in any 1 of the MOV given MOV of the given
given MOV MOV

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

Timeliness
10. Designed, selected, 1. Classroom observation tool (COT) rating sheet and/or inter-observer Quality Designed, Designed, Designed, Designed, No acceptable
Assessment and organized and used agreement form about using diagnostic, formative and summative selected, selected, organized selected, selected, evidence was
Reporting diagnostic, formative and assessment strategies organized and and used organized and organized and shown
summative assessment used diagnostic, diagnostic, used diagnostic, used
2. Prepared lesson plans/modified DLLs highlighting appropriate use of formative and formative and formative and diagnostic,
strategies consistent with
formative assessment strategies summative summative summative formative and
curriculum requirements. assessment assessment assessment summative
3. Developed diagnostic tests: strategies strategies strategies assessment
(a) with TOS reviewed by superior; consistent with consistent with consistent with strategies
(b) with sample accomplished curriculum curriculum curriculum consistent with
questionnaire/answer sheets requirements as requirements as requirements as curriculum
4. Developed summative tests: shown in MOV 1 shown in MOV 1 shown in MOV requirements
with a rating of 7 with a rating of 6 1 with a rating as shown in
(a) with TOS reviewed by superior;
of 5 MOV 1 with a
(b) with sample accomplished questionnaire/answer rating of 4
sheets
5. Developed performance tasks:
(a) with rubrics reviewed by superior;
(b) with sample accomplished rubrics

6. Others (Please specify and provide annotations) Efficiency Submitted at Submitted 3 varied Submitted 2 Submitted 1 No acceptable
least 4 varied assessment tools varied assessment evidence was
assessment tools as evidently shown assessment tool as shown
as evidently in any 1 of the tools as evidently
shown in any 1 acceptable MOV evidently shown shown in any
of the acceptable in any 1 of the of the
MOV acceptable acceptable
MOV MOV
 Timeliness
11. Monitored and evaluated 1. Compilation of a learner’s written work with summary of results and Quality Consistently Frequently Occasionally Rarely No acceptable
learner progress and with signature of parents monitored and monitored and monitored and monitored and evidence was
achievement using learner evaluated learner evaluated learner evaluated evaluated show
2. Formative/summative assessment tools with TOS and frequency of progress and progress and learner progress learner
attainment data.
errors with identified least mastered skills achievement achievement using and progress and
using learner learner attainment achievement achievement
3. Class records/grading sheets attainment data data as shown in using learner using learner
4. Lesson plans/modified DLLs showing index of mastery as shown in the the MOV submitted attainment data attainment data
5. Others (Please specify and provide annotations) MOV submitted as shown in the as shown in
MOV submitted the MOV
submitted

Efficiency Submitted a Submitted a Submitted a Submitted 1 No acceptable

combination of at combination of 3 of combination of acceptable evidence was
least 4 of the the acceptable 2 of the MOV shown
acceptable MOV MOV acceptable
MOV

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

12. Communicated promptly 1. At least 3 samples of corrected test papers of the same 3 learners in Quality Consistently Frequently showed Occasionally Rarely showed No acceptable
and clearly the learners’ the same learning area with parents’ or guardians’ signature and date showed prompt prompt and clear showed prompt prompt and evidence was
needs, progress and of receipt and clear communication of and clear clear shown
achievement to key communication the learners’ needs, communication communication
2. Minutes of PTA meetings or Parent-Teacher conferences in all of the learners’ progress and of the learners’ of the learners’
stakeholders, including
quarters with proof of parent’s/guardian’s attendance needs, progress achievement to key needs, progress needs,
parents/guardians. and achievement stakeholders, and progress and
3. Report cards with parent’s or guardian’s signature in all quarters to key including parents/ achievement to achievement to
supported by minutes of meeting stakeholders, guardians as key key
including shown in the MOV stakeholders, stakeholders,
4. Communication with parents/guardians using various modalities parents/ submitted including including
guardians as parents/ parents/
5. Anecdotal record showing entries per quarter shown in the guardians as guardians as
MOV submitted shown in the shown in the
6. Other documents showing learner needs, progress and achievement MOV submitted MOV submitted
submitted to other stakeholders
 MOV submitted MOV submitted

Efficiency Submitted a Submitted a Submitted a Submitted any No acceptable

combination of at combination of 3 of combination of 1 of the given evidence was
least 4 of the the acceptable 2 of the MOV shown
acceptable MOV MOV acceptable
MOV

Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted No acceptable

were distributed were distributed were distributed MOV was evidence was
across 4 quarters across 3 quarters across 2 completed in shown
quarters only 1 quarter

Plus Factor 13. Performed various related 1. Certificate of Recognition or Participation Quality Consistently Frequently Occasionally Rarely No acceptable
works/activities that performed performed various performed performed evidence was
contribute to the teaching- 2. Certificate of Training various related related various related various related shown
learning process. 3. Certificate of Speakership work/activities work/activities that work/activities work/activities
that contribute to contribute to the that contribute that contribute
4. Committee involvement the teaching teaching learning to the teaching to the teaching
5. Advisorship of Co-curricular activities learning process process as shown learning learning
as shown in the in the MOV process as process as
6. Book or Journal Authorship/Coauthorship/Contributorship MOV submitted submitted shown in the shown in the
7. Coordinatorship/Chairpersonship MOV submitted MOV submitted
8. Coaching and mentoring learners in competitions
9. Mentoring pre-service/in-service teachers
10. Others (Please specify and provide annotations)

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No acceptable

least 4 different different kinds of different kinds 1 of the evidence was
kinds of acceptable MOV of acceptable acceptable shown
acceptable MOV MOV MOV
Timeliness
 PART IV: DEVELOPMENTAL PLANS

Action Plan Resources

Strengths Development Needs Timeline
(Recommended Developmental Needs) Needed
A. Functional Competence

B. Core Behavioral Competence

Feedback :

Ratee: Rater: APPROVING AUTHORITY:

JACQUELINE D. AGRAMON EVANGELINE G. FLORESCA ALICIA CABUGUAS VILLANUEVA

Teacher I Master Teacher II School Principal I