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INDIVIDUA

NAME OF EMPLOYEE: BILLY RAY C. CASTRO


POSITION: Teacher III
REVIEW PERIOD:
BUREAU/CENTER/SERVICE/DIVISION: Nueva Ecija

TO B
Major Final
Outputs
Key Result Areas
(KRAs)
(MFOs)
Teaching-Learning
Process

Objectives

TIMELINE

Weight per
KRA

Prepared daily lesson plans and daily logs


of activities including appropriate, adequate
and updated instructional materials within the
rating period

30

Major Final
Outputs
Key Result Areas
(KRAs)
(MFOs)

Objectives
Facilitated learning in the school through
functional lesson plans, daily logs and
innovative teaching strategies

TIMELINE

Weight per
KRA

Major Final
Outputs
Key Result Areas
(KRAs)
(MFOs)

Objectives

TIMELINE

Weight per
KRA

Major Final
Outputs
Key Result Areas
(KRAs)
(MFOs)

Objectives

TIMELINE

Weight per
KRA

Initiated discipline of students including


classroom rules, guidelines and individual and
group tasks within the rating period

Monitored
attendance,
diversity
appreciation, safe, positive and motivating
environment, overall physical atmosphere,
cleanliness and orderliness of classrooms
including proper waste disposal daily

Pupils/ Students
Outcomes

Monitored and evaluated and maintained


pupils/ students progress within the rating
period

30

Major Final Pupils/ Students


Outputs
Key
Result Areas
Outcomes
(KRAs)
(MFOs)

Monitored and evaluated and maintained


pupils/ studentsObjectives
progress within the rating
period

TIMELINE

Weight per
KRA

Major Final
Outputs
Key Result Areas
(KRAs)
(MFOs)

Community
Involvement

Objectives

TIMELINE

Weight per
KRA

Conducted remediation/ enrichment


programs to improve performance indicators
20
Attained the required GSA for grade level
and learning areas

Major Final
Outputs
Key Result Areas
(KRAs)
(MFOs)

Objectives

TIMELINE

Weight per
KRA

Conducted periodic PTA


meetings/conferences

Visited parents of students needing


academic monitoring/follow-up within the rating
period

Undertaken/initiated
projects/events/activities with external
funding/sponsorship within the target date

Conducted problem/classroom-based
Action Research

Initiated/Participated in cocurricular/school activities within the rating


period

Professional Growth
and Development

Produced publications/ creative work for


school paper/division publication within the
target date

20

*To get the score, the rating is multiplied by the weight assigned
Rater:

Major Final
Outputs
Key Result Areas
(KRAs)
(MFOs)

Objectives

TIMELINE

Weight per
KRA

INDIVIDUAL PERFORMANCE COMMITMENT and REVIE


NAME OF RATER:
POSITION:
DATE OF REVIEW:

TO BE FILLED DURING PLANNING


Performance Indicators
Outstanding
5

Very Satisfactory
4

Satisfactory

All daily lesson plans had the

Had four of the five parts of

Had 3 of the five parts

following objective, subject matter,


procedures, evaluation and
assignment

lesson plan

Objective was specific,

Objective was stated with 1

Objective was stated with 3-4

measurable, attainable, resultoriented and time-bound

behavioral indicator is missing

behavioral indicator missing

100% and above developed high 85-99% developed high order

75-84% developed high order

order thinking skills

thinking skills

thinking skills

Attained 100% and above of the Attained 85-99% of the desired

Attained 75-84% of the desired

desired learning competencies

learning competencies

learning competencies

100% and above based on the

85-99% based on the approved

75-84% based on the approved

budget of work

budget of work

budget of work

Performance Indicators
Outstanding
5

Very Satisfactory
4

The teacher established

The teacher developed a

challenging and measureable goal/s


for student learning that is aligned
with the (DepEd standards or
Philippine Elementary Learning
Competencies (PELC) or the
Philippine Secondary Learning
Competencies (PSLC)) curriculum

The goal reflected a range of


student learner needs.

Satisfactory
3

The teacher clearly


measureable goal for student learning communicated a focus for student
that is aligned with the DepEd
learning that is appropriate for
standards or Philippine Elementary students and is aligned Philippine
Learning Competencies (PELC) or Elementary Learning Competencies
the Philippine Secondary Learning
(PELC) or the Philippine Secondary
Competencies (PSLC).
Learning Competencies (PSLC).

The teacher explained the


importance of the goal and its
appropriateness to students.

Has provided individual activities Has provided individual activities Has provided individual activities
for a 100% and above of the classes for a 85-99% of the classes handled for a 75-84% of the classes handled
handled for the rating period
for the rating period
for the rating period

Teaching methods and strategies Teaching methods and strategies Teaching methods and strategies
elicited 100% and above interaction
from a class

Inductive method/deductive

elicited 85-99% interaction from a


class

elicited 75-84% interaction from a


class

Inductive method/deductive
Inductive method/deductive
method was 100% and above used in method was 85-99% used in teaching method was 75-84% used in teaching
teaching a lesson
a lesson
a lesson

Performance Indicators
Outstanding
5
Inductive method/deductive

Very Satisfactory
4
Inductive method/deductive

Satisfactory
3
Inductive method/deductive

method was 100% and above used in method was 85-99% used in teaching method was 75-84% used in teaching
teaching a lesson
a lesson
a lesson

Performance Indicators
Outstanding
5

Very Satisfactory
4

Satisfactory

Cooperative learning strategies

Cooperative learning strategies

Cooperative learning strategies

was 100% and above effective when was 85-99% effective when used
used

ICT integration is 100% and

3
was 75-84% effective when used

ICT integration is 85-99% evident ICT integration is 75-84% evident

above evident

Results of student observation/

Results of student observation/ Results of student observation/


appraisal are 130% and above used appraisal are 85-99% used as basis appraisal are 75-84% used as basis
as basis for follow-up
for follow-up
for follow-up

Pupils were 100% and above

Pupils were 85-99% guided in the Pupils were 75-84% guided in the

guided in the observation of


classroom rules and guidelines as
evidenced by descriptive rating in the
report card/journal

observation of classroom rules and


guidelines as evidenced by
descriptive rating in the report
card/journal

observation of classroom rules and


guidelines as evidenced by
descriptive rating in the report
card/journal

Safety, orderliness and

Safety, orderliness and

Safety, orderliness and

cleanliness of floors, toilets and


proper waste disposal were 100%
and above maintained

cleanliness of floors, toilets and


cleanliness of floors, toilets and
proper waste disposal were 85-99% proper waste disposal were 75-84%
maintained
maintained

Attendance checking was 100% Attendance checking was 85-99% Attendance checking was 75-84%
and above systematically carried out systematically carried out

systematically carried out

Evidences showed that the

The teacher explained the various There is evidence of more than

teacher purposely plans assessments


and varies assessment choices to
match the different student needs,
abilities, and learning styles.

uses and limitations of the different one measure of student performance


kinds of assessments/tests.
but there is difficulty in analyzing data
Evidences showed that student needs to inform intructional planning and
and avenues for growth were clearly delivery.
identified.

Indicators
Performance
Evidences showed
that the
The teacher explained the various There is evidence of more than
teacher
purposely plans assessments uses
limitations of the different one
measure of student performance
Outstanding
Very and
Satisfactory
Satisfactory
and varies assessment
choices
to
kinds
of
assessments/tests.
but
there
is difficulty
5
4
3 in analyzing data
match the different student needs,
abilities, and learning styles.

Evidences showed that student needs to inform intructional planning and


and avenues for growth were clearly delivery.
identified.

Performance Indicators
Outstanding
5

Very Satisfactory
4

Satisfactory
3

Class record reflected the bases Class record reflected the bases Class record reflected the bases
of 100% and above of pupils ratings of 85-99% of pupils ratings in all
in all classes/subject areas handled classes/subject areas handled

of 75-84% of pupils ratings in all


classes/subject areas handled

Students portfolio contained

Students portfolio contained 85- Students portfolio contained 75-

100% and above of his


accomplishment

99% of his accomplishment

Table of Specifications is 100%

Table of Specifications is 85-99% Table of Specifications is 75-84%

and above prepared for tests that


require it

prepared for tests that require it

prepared for tests that require it

Table of Specifications showed

Table of Specifications showed

Table of Specifications showed

100% and above congruence


between content and skills tested

85-99% congruence between content 75-84% congruence between content


and skills tested
and skills tested

Test questions were 100% and

Test questions were 85-99%

Test questions were 75-84%

above logically sequenced

logically sequenced

sequenced

84% of his accomplishment

Pretest and Post-test were 100% Pretest and Post-test were 85-

Pretest and Post-test were 75-

and above administered in all


classes/subject area (supported by
analysis report on subject area per
class/grade level)

99% administered in all


classes/subject area (supported by
analysis report on subject area per
class/grade level)

84% administered in all


classes/subject area (supported by
analysis report on subject area per
class/grade level)

Remediation/ Enrichment

Remediation/ Enrichment

Remediation/ Enrichment

Program is offered to 100% and


above of students who need it and

Program is offered to 85-99% who


need it

Program is offered to 75-84% who


need it

100% and above MPS/GSA

115-129% MPS/GSA

100-114% MPS/GSA

Performance Indicators
Outstanding
5

Very Satisfactory
4

Satisfactory
3

100% and above accomplishment 85-99% of planned meetings

75-84% of planned meetings

with set agreements met

conducted producing set of


agreements

conducted producing only set


agreements and partial
accomplishment of these

100% and above accomplishment 85-99% accomplishment of visits 75-84% accomplishment of visits
of set visits successful interventions

with partial success in implementation with suggested planned interventions


of interventions

100% and above project

85-99% project accomplishment 75-84% project initiative only with


accomplishment with full
with partial completion
no completion report
documentation report on completion
3 Action Research conducted with 2 Action Research conducted with 1 Action Research conducted with
full documentation on completion of
interventions

documentation on completion of
interventions

documentation on completion of
interventions

Initiated at least 2 co-curricular/

initiated and participated in co-

participated in most of co-

school activities with documented


results

curricular/school activities with


documented results

curricular/ school activities with


documented results

Produced publication/ creative

Produced publication/ creative

Produced publication/ creative

work published in National


work published in regional
Circulation/ DepEd Post/ CSC
publications
Newsletters and similar publications

REBECCA P. TULABAN
Head Teacher III (Academics)

work published in division publication

JULIETA C. PAJARALLIGA
School Principal III
Recommending Approval:
JOHANNA N. GERVACIO, Ph.D.
Assistant Schools Division Superintendent

Performance Indicators
Outstanding
5

Very Satisfactory
4

Satisfactory
3

Approved:
EDNA SANTOS-ZERRUDO, Ed.D. CESO V
Schools Division Superintendent

T and REVIEW FORM


JULIETA C. PAJARILLAGA
School Principal III

TO BE FILLED DURING EVALUATION

ACTUAL RESULTS
Unsatisfactory

Poor
2

Had 2 of the five parts

Had 1 of the five parts

Objective was stated with 1-2

Objective was stated without

behavioral indicators missing

behavioral indicators

60-74% developed high order

thinking skills

59% and below develop high


order thinking skills

Attained 60-74% of the desired

learning competencies

59% and below attain the


desired learning competencies at all

60-74% based on the approved

budget of work

59% and below based on the


approved budget of work

Ave

ACTUAL RESULTS
Unsatisfactory

Poor
2

The teacher did not have a clear The teacher did not have a clear
focus for student learning or the
focus for student learning.
objective is too general to guide
lesson planning or the objective is
inappropriate for students.

Has provided individual activities Has provided individual activities


for a 60-74% of the classes handled for 59% and below of the classes
for the rating period
handled for the rating period

Teaching methods and strategies Teaching methods and strategies


elicited 60-74% interaction from a
class

Inductive method/deductive

elicited 59% and below interaction


from a class

Inductive method/deductive method


method was 60-74% used in teaching was not used in teaching a lesson
a lesson

Ave

ACTUAL RESULTS
Unsatisfactory
2
Inductive method/deductive

Poor

Inductive method/deductive
method
1
was
not
used
in
teaching
a
lesson
method was 60-74% used in teaching
a lesson

Ave

ACTUAL RESULTS
Unsatisfactory

Poor
2

Cooperative learning strategies


was 60-74% effective when used

1
Cooperative learning strategy was
never used

ICT integration is 60-74% evident ICT integration is not evident

Results of student observation/


appraisal are 60-74% used as basis
for follow-up

Results of student observation/


appraisal are not used as basis
for follow-up

Pupils were 59-74% guided in the Pupils were not guided in the
observation of classroom rules and observation of classroom rules
guidelines as evidenced by
and guidelines as evidenced by
descriptive rating in the report
descriptive rating in the report
card/journal
card/journal

Safety, orderliness and

Safety, orderliness and


cleanliness of floors, toilets and
cleanliness of floors, toilets and
proper waste disposal were 60-74% proper waste disposal were 59%
maintained
and below consistently maintained
Attendance checking was 60-74% Attendance checking was 59%
and below systematically caried
systematically carried out
out

The teacher planned instructions No evidence of student


monitoring or evaluation of student
without analyzing student learning
data.
progress.

Ave

The teacher planned instructions No evidence of student


monitoring
or evaluation of student
without
analyzing student learning
Unsatisfactory
Poor
data.
progress.
2
1

ACTUAL RESULTS
Q

Ave

ACTUAL RESULTS
Unsatisfactory

Poor
2

Class record reflected the bases Class record reflected the bases
of 59% and below of pupils
of 60-74% of pupils ratings in all
classes/subject areas handled
ratings in all classes/subject areas
handled
Students portfolio contained 60- Students portfolio contained
59% and below of his
74% of his accomplishments
accomplishments

Table of Specifications is 60-74% Table of Specifications is is not


prepared
prepared for tests that require it
Table of Specifications slightly

Table of Specifications did not


showed 60-74% congruence between show congruence between
content and skills tested
content and skills tested
Test questions were 60-74%
logically sequenced

Pretest and Post-test were 6074% administered in all


classes/subject area (supported by
analysis report on subject area per
class/grade level)

Remediation/ Enrichment

Test questions were not logically


sequenced
Pretest and Post-test were
never administered

Program is offered to 60-74% who


need it

Remediation/ Enrichment
Program is offered to 59% and
below who need it

51-99% MPS/GSA

50% and below MPS/GSA

Ave

ACTUAL RESULTS
Unsatisfactory

Poor
2

60-74% of planned meetings


conducted with minimal results

1
59% and below of planned
meetings conducted with no
results

60-74% accomplishment of visits 59% and below


accomplishment with no
with planned interventions
interventions

60-74% project initiative only with No project/event/activity initiated


no completion report

Identified classroom/learning
problems with research proposals

Participation only without

Only classroom/ learning


problems/ issues identified

documented results

No participation in school
activities

Produced publication/ creative

Unpublished work produced

work published in school papers

perintendent

WINDSOR B. FLORES
EPS-TLE, Agriculture

Ave

ACTUAL RESULTS
Unsatisfactory

Poor
2

Ave

d.D. CESO V
endent

DEPED RPMS Form - For Teacher

TO BE FILLED DURING EVALUATION

RATING

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RATING

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RATING

DEPED RPMS Form - For Teacher

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