Name of Employe: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period: SY 2022-2023
Weight
Mid-year Review Rating
MFOs KRAs Objectives Timeline per Means of Verification Mid-year Review
Performance Ratee (Teacher) Rater (Principal)
KRA Results
Target Rating Remarks Rating Remarks
Basic 1. Content 1. Applied 21% 1. Classroom Observation Tool Quality
Education Knowledge knowledge of (COT) rating sheets or Inter-
observer agreement forms done
Services and content within and
through on-site/ face-to-face/ in-
Pedagogy across curriculum person classroom observation.
teaching areas.
If onsite/face-to-face/in-person
classes are not implemented,
• through observation of Efficiency
synchronous/asynchronous teaching
in other modalities; or
• through observation of a
demonstration teaching* via LAC
session.
Timeliness
2. Used a range 1. Classroom Observation Tool Quality
of teaching (COT) rating sheets or Inter-
strategies that observer agreement forms done
through on-site/ face-to-face/ in-
enhance learner
person classroom observation.
achievement in
literacy and If onsite/face-to-face/in-person
numeracy skills. classes are not implemented,
Efficiency
• through observation of
synchronous/asynchronous teaching
in other modalities; or
• through observation of a
demonstration teaching* via LAC
session. Timeliness
Weight
Mid-year Review Rating
MFOs KRAs Objectives Timeline per Means of Verification
Performance Ratee (Teacher) Rater (Principal) Mid-year Review Results
KRA
Target Rating Remarks Rating Remarks
3. Applied a range 1. Classroom Observation Tool Quality
of teaching (COT) rating sheets or Inter-
strategies to observer agreement forms done
through on-site/ face-to-face/ in-
develop critical
person classroom observation.
and creative
thinking, as well If onsite/face-to-face/in-person
as other higher- classes are not implemented, Efficiency
order thinking
skills. • through observation of
synchronous/asynchronous teaching
in other modalities; or
• through observation of a
demonstration teaching* via LAC Timeliness
session.
Basic 2. Learning 4. Managed 21% 1. Classroom Observation Tool Quality
Education Environment classroom (COT) rating sheets or Inter-
Services and Diversity structure to observer agreement forms done
through on-site/ face-to-face/ in-
of Learners engage learners,
person classroom observation.
individually or in
groups, in If onsite/face-to-face/in-person
meaningful classes are not implemented,
exploration,
• through observation of
discovery and Efficiency
synchronous/asynchronous
hands-on teaching in other modalities; or
activities within a
range of physical • through observation of a
learning demonstration teaching* via LAC
environments. session.
Timeliness
5. Managed 1. Classroom Observation Tool Quality
learner behavior (COT) rating sheets or Inter-
constructively by observer agreement forms
applying positive done through on-site/ face-to-
and non-violent face/ in-person classroom
discipline to observation. Efficiency
ensure learning-
focused If onsite/face-to-face/in-person
environments. classes are not implemented,
Weight
Mid-year Review Rating
MFOs KRAs Objectives Timeline per Means of Verification
Performance Ratee (Teacher) Rater (Principal) Mid-year Review Results
KRA
Target Rating Remarks Rating Remarks
• through observation of Timeliness
synchronous/asynchronous
teaching in other modalities; or
• through observation of a
demonstration teaching* via LAC
session.
6. Used 1. Classroom Observation Tool Quality
differentiated, (COT) rating sheets or Inter-
developmentally observer agreement forms done
appropriate through on-site/ face-to-face/ in-
learning person classroom observation.
experiences to If onsite/face-to-face/in-person
address learners’ classes are not implemented,
gender, needs,
strengths, • through observation of Efficiency
interests and synchronous/asynchronous
experiences. teaching in other modalities; or Timeliness
• through observation of a
demonstration teaching* via LAC
session.
Basic 3. Curriculum 7. Planned, 21% 1. Classroom Observation Tool Quality
Education and Planning managed and (COT) rating sheets or Inter-
Services implemented observer agreement forms done
through on-site/ face-to-face/ in-
developmentally
person classroom observation.
sequenced
teaching and If onsite/face-to-face/in-person
learning classes are not implemented,
processes to Efficiency
meet curriculum • through observation of
requirements and synchronous/asynchronous
varied teaching teaching in other modalities; or
contexts. • though observation of a
demonstration teaching* via LAC
Timeliness
Weight
Mid-year Review Rating
MFOs KRAs Objectives Timeline per Means of Verification
Performance Ratee (Teacher) Rater (Principal) Mid-year Review Results
KRA
Target Rating Remarks Rating Remarks
8. Participated in 1. Proof/s of attendance in LAC Quality
collegial sessions/ FGDs/ meetings/ other
discussions that collegial discussions
use teacher and 2. Minutes of LAC sessions/
learner feedback FGDs/ meetings/ other collegial
to enrich teaching discussions on use of teacher
practice. and learner feedback to enrich
teaching practice
3. Reflection notes of teachers
on their demonstration of
teaching practices following
participation from LAC sessions/ Efficiency
FGDs/ meetings/ other collegial
discussions that use teacher and
learner feedback to enrich Timeliness
teaching practice, with proofs of
attendance
4. Any equivalent ALS
form/document that highlights
the objective
9. Selected, 1. Classroom Observation Tool Quality
developed, (COT) rating sheets or Inter-
organized and observer agreement forms
used appropriate done through on-site/ face-to-
teaching and face/ in-person classroom
learning observation.
resources,
including ICT, to If onsite/face-to-face/in-person
address learning classes are not implemented, Efficiency
goals. • through observation of
synchronous/asynchronous
teaching in other modalities; or
• though observation of a
demonstration teaching* via
LAC
Timeliness
Weight Mid-year Review Rating
MFOs KRAs Objectives Timeline per Means of Verification
Performance Ratee (Teacher) Rater (Principal) Mid-year Review Results
KRA
Target Rating Remarks Rating Remarks
Basic 4. Assessment 10. Designed, 21% 1. Classroom Observation Quality
Education and Reporting selected, organized Tool (COT) rating sheets or
Services and used diagnostic, Inter-observer agreement
forms done through on-site/
formative and
face-to-face/ in-person
summative
classroom observation.
assessment
strategies consistent If onsite/face-to-face/in-
with curriculum person classes are not
requirements. implemented, Efficiency
• through observation of
synchronous/asynchronous
teaching in other modalities;
or
• though observation of a
demonstration teaching* via Timeliness
LAC
11. Monitored and Any one (1) of the Quality
evaluated learner following:
progress and
• Individual Learning
achievement using
Monitoring Plan (ILMP)
learner attainment
data. • Peer assessment data
• Sample of learners’ outputs
with reflection/ self-
assessment
• Progress charts/ anecdotal
records
Efficiency
• Class/ e-class record/
grading sheets
Timeliness
• Lesson plans showing index
of mastery
• Frequency of errors with
identified least/most
mastered skills
• Any equivalent ALS form/
document that highlights the
Weight Mid-year Review Rating
MFOs KRAs Objectives Timeline per Means of Verification
Performance Ratee (Teacher) Rater (Principal) Mid-year Review Results
KRA
Target Rating Remarks Rating Remarks
objective (e.g. Individual
Learning Agreement (ILA),
ALS Assessment Form 2)
• Others (please specify and
provide annotation)
12. Communicated Any one (1) of the Quality
promptly and clearly following:
the learners’ needs, • A sample of corrected test
progress and paper of a learner in a
achievement to key learning area with parent’s or
stakeholders, guardian’s signature and date
including of receipt
parents/guardians.
• Minutes of meetings with
key stakeholders (e.g. PTA,
SGC, SPT, CPC) with proof
of attendance
• Report card with parent’s or
guardian’s signature in all
quarters supported by
minutes of meeting
• Communication with key Efficiency
stakeholders (e.g.
parents/guardians, co- Timeliness
teachers, LGU) using various
modalities
• Anecdotal records showing
entries per quarter
• Any equivalent ALS form/
document that highlights the
objective (e.g. Individual
Learning Agreement (ILA),
ALS Assessment Form 2)
• Other documents showing
learners’ needs, progress
and achievement submitted
to other stakeholders
Weight
Mid-year Review Rating
MFOs KRAs Objectives Timeline per Means of Verification
Performance Ratee (Teacher) Rater (Principal) Mid-year Review Results
KRA
Target Rating Remarks Rating Remarks
Basic 5. Personal 13. Applied a 14% A reflection/ journal entry Quality
Education Growth and personal that highlights the
Services Professional philosophy of application of a learner- Efficiency
Developmen teaching that is centered teaching
t learner- philosophy in the lesson Timeliness
centered. plan or community work.
14. Set 1. Certification from the ICT Quality
professional Coordinator/ School Head/
development Focal Person in charge of
goals based on e-SAT
the Philippine 2. IPCRF-DP Efficiency
Professional 3. Midyear Review Form
Standards for (MRF)
Teachers. 4. Updated IPCRF-DP Timeliness
Phase II
Basic Plus Factor 15. Performed 2% Any one (1) proof of: Quality
Education various related
Services works/ activities • Committee involvement
that contribute • Involvement as module/
to the teaching- learning material writer/
learning validator
process.
• Involvement as a resource
person/ speaker/ learning
facilitator in the RO/ SDO/
school-initiated TV/Radio-
based instruction
• Book or journal
Efficiency
authorship/ co-authorship/
contributorship
• Advisorship/
coordinatorship/
chairpersonship
Weight
Mid-year Review Rating
MFOs KRAs Objectives Timeline per Means of Verification
Performance Ratee (Teacher) Rater (Principal) Mid-year Review Results
KRA
Target Rating Remarks Rating Remarks
• Participation in
demonstration teaching Timeliness
• Participation as research
presenter in a forum/
conference
• Mentoring of pre-service/
in-service teachers
• Conducted research within
the rating period
with annotation on how it
contributed to the
teaching-learning
process.
Rater Ratee Approving Authority
