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
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
