2022-2023-IPCRF-FOR-HIGHLY-PROFICIENT-TEACHERS-WCCS (1).pptx

HP teachers

1. COT CO T 1 C KRA Weigh t Ob jectives Weigh t p er Ind icator M a thematics M a th per KRA Ob jective N u mber Ra ting RP M S 5 -pt Scale Ra ting Ob jective 1 7 . % 1 8 5 8 KR A 1 21% Ob jective 2 7 . % Ob jective 3 7 . % 2 8 5 8 KR A 2 21% Ob jective 4 7 . % 3 8 5 8 Ob jective 5 7 . % 4 8 5 8 Ob jective 6 7 . % 5 8 5 8 Ob jective 7 7 . % 6 8 5 8 KR A 3 21% Ob jective 8 7 . % Ob jective 9 7 . % KR A 4 21% Ob jective 1 7 . % Ob jective 1 1 7 . % Ob jective 1 2 7 . % KR A 5 14% Ob jective 1 3 7 . % Ob jective 1 4 7 . % Plus Factor 2% Ob jective 1 5 2 . % Date O bser v ed Name of Em p lo y ee: Position: Emplo y ee I D N o: Emplo y ment S t a tus: Age: S ex: Level T aught: G rad e l e v el Tau g ht: S ub ject Ta ught: RY AN B O Y D M. PAHAPAY M as t er T ea c h er 1 Dat Ra N u mbe r of Ye a rs Hig h est De g re A r ea of Sp

2. ecia liz a t ion O O Region: Di v ision: District/M unic i p al i ty: S c h ool Name: S c h ool I D: S c h ool T y p e: Cur r . C lassifica t ion: Ra t er: Position: e of Rev ie w : t ing Per io d : in Teaching: e O b t a ine d : T 2 I PCRF Nu m erical Rat i ngs ematics Av e Sco r e RP M S 5 -pt Scale Q E T Av era g e 5 5 5 5 5 . 00 . 35 5 5 5 . 00 . 35 5 5 5 5 5 . 00 . 35 5 5 5 5 5 . 00 . 35 5 5 5 5 5 . 00 . 35 5 5 5 5 5 . 00 . 35 5 5 5 5 5 . 00 . 35 5 5 5 . 00 . 35 5 5 5 . 00 . 35 5 5 5 . 00 . 35 5 5 5 . 00 . 35 5 5 5 . 00 . 35 5 5 5 . 00 . 35 5 5 5 5 . 00 . 35 5 5 5 5 . 00 . 10 Fin a l Ra ting A d jectival Rat i ng

3. A d jectival Rat i ng 5 . 00 u ts t a n d ing

4. R Y AN BO Y D M. P A H A P AY Master T eac h er 1 Name of Rater: P osition: Date o f Review: I NDI V I DUAL PE RF ORMANC E COM M I T M E NT AND R EV I EW F OR M (I P CRF) for High ly P rofi cien t T each ers Name of E mployee: P osition: B u r eau/Cente r / S e r vice/Division: Rating P e r iod: TO BE FILL E D O U T DUR I N G P L ANN I N G TO BE FILL E D O U T DUR I N G EV A L UA TION MF Os KRAs Objectives Timeline Weig h t P e r fo r mance Indicato r s A ctua l R esults R ating A ve S co r e Q E T Outs t anding (5) V e r y S atisfacto r y (4) S atisfacto r y (3) U nsatisfacto r y (2) P oor (1) Q E T Basi c E du cation S e r vices 1 . Conte nt K nowledge and P edagogy 1.. Modeled eff ective applications o f co ntent kn owledge within and ac r oss cu r r iculum tea ching a r ea s. ( PPS T 1.1.3) 7.0% Qu a lity Demon st rated Le ve l 8 in Objec t iv e 1 as sh own i n COT rating s heets / int er-ob se r ver agreement forms Demon st rated Le ve l 7 in Objec t iv e 1 as sh own i n COT rating s heets / int er-ob se r ver agreement forms Demon st rated Le ve l 6 in Objec t iv e 1 as sh own i n COT rating s heets / int er-ob se r ver agreement forms Demon st rated Le ve l 5 in Objec t iv e 1 as sh own i n COT rating s heets / int er-ob se r ver agreement forms D e m o n st r a t ed L e vel 4 in Ob jective 1 as sh ow n in COT r a t ing she e t s / in t e r- o b se r ver a g r e em e n t f o r m s or N o acce p t a ble evid e nce w as sh ow n Demon st rated Le ve l 8 in Objec t iv e 1 as sh own i n COT rating s heets / int er-ob se r ver agreement forms 5 5 5.000 0.350 E fficiency Objec t iv e was m e t within the allotted t im e. Objec t iv e was m e t but inst ruction exceeded the allotted t ime No accepta ble evidence was sh own Objec t iv e was m e t within the allotted t im e. T im e liness Basi c E du cation S e r vices 2 . Evalu ated with collea gues the effectiven ess o f tea ching st rate gies that promote lea r ner ach ieve m ent i n lite r ac y and nume r acy. ( PPS T 1.4.3) 7.0% Qu a lity Guid ed collea gues i n the planning for the eva lua t io n o f the effectiven es s of tea ching st rate gie s that p r omote le arner ach ieve m ent in lite r ac y and nume r ac y du r ing meeting s/LAC sessio ns / F GD s / other colle g ial discussion s , as sh own i n M O V 4 Synt hesized discussions with collea gues on the eva lua t io n of effectiven es s of tea ching st rate gie s that p r omote le arner ach ieve m ent in lite r ac y and nume r ac y du r ing meeting s/LAC sessio ns / F GD s / other colle g ial discussion s , as sh own i n M O V 3 Evalu ated with collea gues the effectiven es s of tea ching st rate gie s that p r omote le arner ach ieve m ent in lite r ac y and nume r ac y du r ing meeting s/LAC sessio ns / F GD s / other colle g ial discussion s , as sh own i n M O V 2 A ttended co a chin g and mento r ing sessio n s/ meeting s/LAC sessio ns / F GD s / other colle g ial discussions th at eva lua te effectiven es s of tea ching st rate gie s that p r omote le arner ach ieve m ent in lite r ac y and nume r acy , as N o acce p t a ble evid e nce w as sh ow n Guid ed collea gues i n the planning for the eva lua t io n o f the effectiven es s of tea ching st rate gie s that p r omote le arner ach ieve m ent in lite r ac y and nume r ac y du r ing meeting s/LAC sessio ns / F GD s / other colle g ial discussion s , as sh own i n M O V 4 5 5 5.000 0.350 E fficiency T im e liness Evalu ated with collea gues the effectiven es s of tea ching st rate gie s that p r omote le arner ach ieve m ent in lite r ac y and nume r ac y a c r oss 4 quarte r s Evalu ated with collea gues the effectiven es s of tea ching st rate gie s that p r omote le arner ach ieve m ent in lite r ac y and nume r ac y a c r oss 3 quarte r s Evalu ated with collea gues the effectiven es s of tea ching st rate gie s that p r omote le arner ach ieve m ent in lite r ac y and nume r ac y a c r oss 2 quarte r s Evalu ated with collea gues the effectiven es s of tea ching st rate gie s that p r omote le arner ach ieve m ent in lite r ac y and nume r ac y o nl y 1 qua r ter No accepta ble evidence was sh own MF Os KRAs Objectives Timeline Weig h t P e r fo r mance Indicato r s A ctua l R esults R ating A ve S co r e Q E T Outs t anding (5) V e r y S atisfacto r y (4) S atisfacto r y (3) U nsatisfacto r y (2) P oor (1) Q E T

5. Basi c E du cation S e r vices Conte nt K nowledge and P edagogy Lea r ning E nvironment 3 . Developed and app li ed eff ective tea ching st rate gie s to p r omote c r itica l and c reative thin king , as well a s other highe r -o r der thin king skills. ( PPS T 1.5.3) 7.0% Qu a lity Demon st rated Le ve l 8 in Objec t iv e 3 as sh own i n COT rating s heets / int er-ob se r ver agreement forms Demon st rated Le ve l 7 in Objec t iv e 3 as sh own i n COT rating s heets / int er-ob se r ver agreement forms Demon st rated Le ve l 6 in Objec t iv e 3 as sh own i n COT rating s heets / int er-ob se r ver agreement forms Demon st rated Le ve l 5 in Objec t iv e 3 as sh own i n COT rating s heets / int er-ob se r ver agreement forms D e m o n st r a t ed L e vel 4 in Ob jective 3 as sh ow n in COT r a t ing she e t s / in t e r- o b se r ver a g r e em e n t f o r m s or N o acce p t a ble evid e nce w as sh ow n Demon st rated Le ve l 8 in Objec t iv e 3 as sh own i n COT rating s heets / int er-ob se r ver agreement forms 5 5 5.000 0.350 E fficiency Objec t iv e was m e t within the allotted t ime Objec t iv e was m e t but inst ruction exceeded the allotted t ime No accepta ble evidence was sh own Objec t iv e was m e t within the allotted t ime T im e liness Basi c E du cation S e r vices 4 . Wo r ke d with collea gues to mod e l and sh ared effect ive techniqu e s in the management o f class room st ructure to engage l earne r s, individ u all y or in g r ou ps , in meaningful exp lo ratio n, discovery and hand s -on activitie s within a r ange of 7.0% Qu a lity Demon st rated Le ve l 8 in Objec t iv e 4 as sh own i n COT rating s heets / int er-ob se r ver agreement forms Demon st rated Le ve l 7 in Objec t iv e 4 as sh own i n COT rating s heets / int er-ob se r ver agreement forms Demon st rated Le ve l 6 in Objec t iv e 4 as sh own i n COT rating s heets / int er-ob se r ver agreement forms Demon st rated Le ve l 5 in Objec t iv e 4 as sh own i n COT rating s heets / int er-ob se r ver agreement forms D e m o n st r a t ed L e vel 4 in Ob jective 4 as sh ow n in COT r a t ing she e t s / in t e r- o b se r ver a g r e em e n t f o r m s or N o acce p t a ble evid e nce w as sh ow n Demon st rated Le ve l 8 in Objec t iv e 4 as sh own i n COT rating s heets / int er-ob se r ver agreement forms 5 5 5.000 0.350 E fficiency Objec t iv e was m e t within the allotted t ime Objec t iv e was m e t but inst ruction exceeded the allotted t ime No accepta ble evidence was sh own Objec t iv e was m e t within the allotted t ime T im e liness MF Os KRAs Objectives Timeline Weig h t P e r fo r mance Indicato r s A ctua l R esults R ating A ve S co r e Q E T Outs t anding (5) V e r y S atisfacto r y (4) S atisfacto r y (3) U nsatisfacto r y (2) P oor (1) Q E T Basi c E du cation S e r vices 2 . Lea r ning E nvironment 5 . Exhibit ed eff ectiv e and co n st r uctive beha vior management skill s by ap plyin g po sitive and non-v i o l ent disciplin e to en su r e lea r ning focu sed en vir onments. ( PPS T 2.6.3) 7.0% Qu a lity Demon st rated Le ve l 8 in Objec t iv e 5 as sh own i n COT rating s heets / int er-ob se r ver agreement forms Demon st rated Le ve l 7 in Objec t iv e 5 as sh own i n COT rating s heets / int er-ob se r ver agreement forms Demon st rated Le ve l 6 in Objec t iv e 5 as sh own i n COT rating s heets / int er-ob se r ver agreement forms Demon st rated Le ve l 4 in Objec t iv e 5 as sh own i n COT rating s heets / int er-ob se r ver agreement forms D e m o n st r a t ed L e vel 4 in Ob jective 5 as sh ow n in COT r a t ing she e t s / in t e r- o b se r ver a g r e em e n t f o r m s or N o acce p t a ble evid e nce w as sh ow n Demon st rated Le ve l 8 in Objec t iv e 5 as sh own i n COT rating s heets / int er-ob se r ver agreement forms 5 5 5.000 0.35 E fficiency Objec t iv e was m e t within the allotted t ime Objec t iv e was m e t but inst ruction exceeded the allotted t ime No accepta ble evidence was sh own Objec t iv e was m e t within the allotted t ime

6. T im e liness Basi c E du cation S e r vices 6 . Wor ke d with collea gues to sh are differentiate d, de velo pmentally app r opr iate opportun itie s to add r ess lea r ners’ differen ce s in gende r , nee ds, st rength s, int er est s and expe r ienc e s. ( PPS T 3.1.3) 7.0% Qu a lity Demon st rated Le ve l 8 in Objec t iv e 6 as sh own i n COT rating s heets / int er-ob se r ver agreement forms Demon st rated Le ve l 7 in Objec t iv e 6 as sh own i n COT rating s heets / int er-ob se r ver agreement forms Demon st rated Le ve l 6 in Objec t iv e 6 as sh own i n COT rating s heets / int er-ob se r ver agreement forms Demon st rated Le ve l 5 in Objec t iv e 6 as sh own i n COT rating s heets / int er-ob se r ver agreement forms D e m o n st r a t ed L e vel 4 in Ob jective 6 as sh ow n in COT r a t ing she e t s / in t e r- o b se r ver a g r e em e n t f o r m s or N o acce p t a ble evid e nce w as sh ow n Demon st rated Le ve l 8 in Objec t iv e 6 as sh own i n COT rating s heets / int er-ob se r ver agreement forms 5 5 5.000 0.35 E fficiency Objec t iv e was m e t within the allotted t ime Objec t iv e was m e t but inst ruction exceeded the allotted t ime No accepta ble evidence was sh own Objec t iv e was m e t within the allotted t ime T im e liness MF Os KRAs Objectives Timeline Weig h t P e r fo r mance Indicato r s A ctua l R esults R ating A ve S co r e Q E T Outs t anding (5) V e r y S atisfacto r y (4) S atisfacto r y (3) U nsatisfacto r y (2) P oor (1) Q E T Basi c E du cation S e r vices 3 . Curr iculum and P l anning 7 . Developed and app li ed eff ective st rate gie s i n the planning and management of de velo pmentally se quenced tea chin g and lea r ning p r oce ss to meet cu r r iculum requirements and v ar ied tea ching co ntext s. ( PPS T 4.1.3) 7.0% Qu a lity Demon st rated Le ve l 8 in Objec t iv e 7 as sh own i n COT rating s heets / int er-ob se r ver agreement forms Demon st rated Le ve l 7 in Objec t iv e 7 as sh own i n COT rating s heets / int er-ob se r ver agreement forms Demon st rated Le ve l 6 in Objec t iv e 7 as sh own i n COT rating s heets / int er-ob se r ver agreement forms Demon st rated Le ve l 5 in Objec t iv e 7 as sh own i n COT rating s heets / int er-ob se r ver agreement forms D e m o n st r a t ed L e vel 4 in Ob jective 7 as sh ow n in COT r a t ing she e t s / in t e r- o b se r ver a g r e em e n t f o r m s or N o acce p t a ble evid e nce w as sh ow n Demon st rated Le ve l 8 in Objec t iv e 7 as sh own i n COT rating s heets / int er-ob se r ver agreement forms 5 5 5.000 0.35 E fficiency Objec t iv e was m e t within the allotted t ime Objec t iv e was m e t but inst ruction exceeded the allotted t ime No accepta ble evidence was sh own Objec t iv e was m e t within the allotted t ime T im e liness MF Os KRAs Objectives Timeline Weig h t P e r fo r mance Indicato r s A ctua l R esults R ating A ve S co r e Q E T Outs t anding (5) V e r y S atisfacto r y (4) S atisfacto r y (3) U nsatisfacto r y (2) P oor (1) Q E T Basi c E du cation S e r vices 3 . Curr iculum and P l anning 8 . Reviewed with collea gue s, tea ch er and lea r ner feedb ac k to plan, fa cili tat e, and en r ich tea ching p r actice. ( PPS T 4.4.3) 7.0% Qu a lity Guid ed c o lleag u es i n p lan n in g for co a chin g and mento r in g sessio n s, meeting s/LAC sessio ns / F GD s / other colle g ial discussions to plan facilitate, and enr ich the i r tea ching p r actic e th r ough the use of teacher and lea r ner feedba ck , as evidenced by M OV 2 or M O V 3 synt hesized discussions with collea gues on the r evie w of teacher and l ea r ner feedb ack , as evidenced by M OV 2 h ighlig hting the agreements and recommendations dur in g co a ching and mento r ing sessio n s, meeting s/LAC sessio ns / F GD s / other colle g ial discussions Reviewed with collea gues tea ch er and l ea r ner feedb ac k through co a chin g and mento r ing sessio n s, meeting s/LAC sessio ns / F GD s / other colle g ial discussion s , as evidenced by M OV 2 Plan ned for the co ndu c t of co a chin g and mento r ing sessio n s, meeting s/LAC sessio ns / F GD s / other colle g ial discussions to r evie w teacher and lea r ner feedba ck, a s e vide n ce d by M O V 1 No acceptable evidence was sh own Guid ed c o lleag u es i n p lan n in g for co a chin g and mento r in g sessio n s, meeting s/LAC sessio ns / F GD s / other colle g ial discussions to plan facilitate, and enr ich the i r tea ching p r actic e th r ough the use of teacher and lea r ner feedba ck , as evidenced by M O V 2 or M O V 3 5 5 5.000 0.35 E fficiency

7. T im e liness Facilitated c o llegial discussions th at r evie w teacher and lea r ner feedba ck with colle agu es ac r os s 4 qua r te r s Facilitated c o llegial discussions th at r evie w teacher and lea r ner feedba ck with colle agues ac r os s 3 qua r te r s Facilitated c o llegial discussions th at r evie w teacher and lea r ner feedba ck with colle agu es ac r os s 2 qua r te r s Facilitated c o llegial discussion th at r evie w teacher and lea r ner feedba ck with colle agu e s in on l y 1 quarter No accepta ble evidence was sh own Facilitated c o llegial discussion th at r evie w teacher and lea r ner feedba ck with colle agu e s in on l y 1 quarter MF Os KRAs Objectives Timeline Weig h t P e r fo r mance Indicato r s A ctua l R esults R ating A ve S co r e Q E T Outs t anding (5) V e r y S atisfacto r y (4) S atisfacto r y (3) U nsatisfacto r y (2) P oor (1) Q E T Basi c E du cation S e r vices 3 . Curr iculum and P l anning 9 . A dvised and gu ided collea gues i n the selecti o n, o r ganizatio n, de velo pment and u s e of app r opr iate tea chin g and lea r ning resou r ces, includi ng ICT, to add r es s s p ecific lea r ning goals. ( PPS T 4.5.3) 7.0% Qu a lity Guid ed collea gues in planning for the selecti o n, o r ganizatio n, de velo pment and use of app r opr iate tea chin g and lea r ning resou r ces, includi ng ICT, to add r es s s p ecific lea r ning go als, dur in g co a ching and mento r ing sessio n s/ meeting s/LAC sessio ns / F GD s / other colle g ial discussion s , as Synt hesized discussions with colle agues on the s e l ec ti on, o r ganizatio n, de velo pment and use of app r opr iate tea chin g and lea r ning resou r ces, includi ng ICT, to add r es s s p ecific lea r ning go als, dur in g co a ching and mento r ing sessio n s/ meeting s/LAC sessio ns / F GD s / other colle g ial discussion s , as A dvised and gu ided collea gues i n the selecti o n, o r ganizatio n, de velo pment and use of app r opr iate tea chin g and lea r ning resou r ces, includi ng ICT, to add r es s s p ecific lea r ning goals dur in g co a ching and mento r ing sessio n s/ meeting s/LAC sessio ns / F GD s / other colle g ial discussion s , as A ttended co a chin g and mento r ing sessio n s/ meeting s/LAC sessio ns / F GDs / other colle g ial discussions on the selec t ion, o r ganizatio n, de velo pment and use of app r opr iate tea chin g and lea r ning resou r ces, includi ng ICT, to add r es s s p ecific lea r ning go als , as sh own i n M O V 1 N o acce p t a ble evid e nce w as sh ow n Guid ed collea gues in planning for the selecti o n, o r ganizatio n, de velo pment and use of app r opr iate tea chin g and lea r ning resou r ces, includi ng ICT, to add r es s s p ecific lea r ning go als, dur in g co a ching and mento r ing sessio n s/ meeting s/LAC sessio ns / F GD s / other colle g ial discussion s , as 5 5 5.000 0.35 E fficiency T im e liness A dvised and gu ided collea gues ac r os s 4 qua r te r s A dvised and gu ided collea gues ac r os s 3 qua r te r s A dvised and gu ided collea gues ac r os s 2 qua r te r s A dvised and gu ided collea gues in on l y 1 quarter No accepta ble evidence was sh own No accepta ble evidence was sh own Basi c E du cation S e r vices 4 . Asses ment and Repo r ting 10. Wor ked collab or atively with colle agu es to r evie w the de sign, selecti o n, o r ganization and use of a range of eff ective diagno stic, fo r m ativ e and su mm ative assessment st rate gies co n sisten t with cu r r iculum requirements. ( PPS T 5.1.3) 7.0% Qu a lity Guid ed collea gues in planning for the r evie w of the de sign , selecti o n, o r ganization and use of a range of eff ective diagno stic, fo r m ativ e and su mm ative assessment st rate gies co n sisten t with cu r r iculum requirements dur in g co a ching and mento r ing sessio n s/ meeting s/LAC sessio ns / F GD s / other colle g ial discussion s , as evidenced by Synt hesized discussions with colle agues on the de si gn, selecti o n, o r ganization and use of a range of eff ective diagno stic, fo r m ativ e and su mm ative assessment st rate gies co n sisten t with cu r r iculum requirements, dur in g co a ching and mento r ing sessio n s/ meeting s/LAC sessio ns / F GD s / other colle g ial discussion s , as evidenced by Conducted co a chin g and mento r ing sessio n s/ meeting s/LAC sessio ns / F GD s / other colle g ial discussions to r evie w the de sign , selecti o n, o r ganization and use of a range of eff ective diagno stic, fo r m ativ e and su mm ative assessment st rate gies co n sisten t with cu r r iculum requirements, as evidenced by the M O V 4 or M O V 3 Plan ned for the co ndu c t of co a chin g and mento r ing sessio n s/ meeting s/LAC sessio ns / F GD s / other colle g ial discussions to r evie w the de sign , selecti o n, o r ganization and use of a range of eff ective diagno stic, fo r m ativ e and su mm ative assessment st rate gies co n sisten t with cu r r iculum requirements, as evidenced by the M O V 1 or M O V 2 N o acce p t a ble evid e nce w as sh ow n Guid ed collea gues in planning for the r evie w of the de sign , selecti o n, o r ganization and use of a range of eff ective diagno stic, fo r m ativ e and su mm ative assessment st rate gies co n sisten t with cu r r iculum requirements dur in g co a ching and mento r ing sessio n s/ meeting s/LAC sessio ns / F GD s / other colle g ial discussion s , as evidenced by 5 5 5.000 0.350 E fficiency T im e liness Wor ked collab or atively with colle agu es ac r os s 4 qua r te r s Wor ked collab or atively with colle agu es ac r os s 3 qua r te r s Wor ked collab or atively with colle agu es ac r os s 2 qua r te r s Wor ked collab or atively with colle agu es i n o nl y 1 qua r ter No accepta ble evidence was sh own No accepta ble evidence was sh own

8. MF Os KRAs Objectives Timeline Weig h t P e r fo r mance Indicato r s A ctua l R esults R ating A ve S co r e Q E T Outs t anding (5) V e r y S atisfacto r y (4) S atisfacto r y (3) U nsatisfacto r y (2) P oor (1) Q E T Basi c E du cation S e r vices 4 . Assess ment and Repo r ting 11. In t erp r eted collab or atively mon ito r in g and eva lua t ion st rate gie s of attainment data to su pport lea r ner p r ogr es s and ach ieve m ent. ( PPS T 5.2.3) 7.0% Qu a lity Guid ed collea gues i n the planning for the application of resu lt s of int erp r etation of mon ito r in g and eva lua t ion st rate gie s of attainment data to su pport le arner p r ogr es s and ach ieve m ent dur in g co a ching and mento r ing sessio n s/ meeting s/LAC sessio ns / F GD s / other colle g ial discussion s , as evidenced by M OV 5 or M O V 4 Synt hesized discussions with collea gues on mon ito r in g and eva lua t io n of st rate gie s of attainment data dur in g co a ching and mento r ing sessio n s/ meeting s/LAC sessio ns / F GD s / other colle g ial discussions as evidenced by M OV 4 or M O V 3 Conducted co a chin g and mento r ing sessio n s/ meeting s/LAC sessio ns / F GD s / other colle g ial discussions to int erp r et collab or atively mon ito r in g and eva lua t ion st rate gie s of attainment data, as evidenced by the M O V 4 or M O V 3 Plan ned for the co ndu c t of co a chin g and mento r ing sessio n s/ meeting s/LAC sessio ns / F GD s / other colle g ial discussions to int erp r et collab or atively mon ito r in g and eva lua t ion st rate gie s of attainment data, as evidenced by the M O V 1 or M O V 2 No accepta ble evidence was sh own Guid ed collea gues i n the planning for the application of resu lt s of int erp r etation of mon ito r in g and eva lua t ion st rate gie s of attainment data to su pport le arner p r ogr es s and ach ieve m ent dur in g co a ching and mento r ing sessio n s/ meeting s/LAC sessio ns / F GD s / other colle g ial discussion s , as evidenced by M OV 5 or M O V 4 5 5 5.000 0.35 E fficiency T im e liness Collaborated with collea gues i n the int erp r etation of attainment data ac r os s 4 qua r te r s Collaborated with collea gues i n the int erp r etation of attainment data ac r os s 3 qua r te r s Collaborated with collea gues i n the int erp r etation of attainment data ac r os s 2 qua r te r s Collaborated with collea gues i n the int erp r etation of attainment data on l y 1 quarter No accepta ble evidence was sh own Collaborated with collea gues i n the int erp r etation of attainment data ac r os s 4 qua r te r s Basi c E du cation S e r vices 4 . Assess ment and Repo r ting 12. A pp lied skill s i n the eff ective co mmun ication o f lea r ner need s, p r ogr es s and ach ieve m ent to key stak eho lde r s, includi ng parents / gua r dian s. ( PPS T 5.4.3) 7.0% Qu a lity Uti lize d effe ctive st rate gie s to co mmun icate lea r ner need s, p r ogr es s and ach ieve m ent to wider- scho ol co mmun ity stak eho lde r s as evidenced by su bm itte d M OV Uti lize d effe ctive st rate gie s to co mmun icate lea r ner need s, p r ogr es s and ach ieve m ent to parents / gua r dians as evidenced by su bm itte d M OV Uti lize d effe ctive st rate gie s to co mmun icate lea r ner need s, p r ogr es s and ach ieve m ent to int ernal stak eho lde r s (e.g., c o tea ch er s, scho ol lea de r s, non tea chin g st aff) a s e vide n ce d by su bm itte d M OV Uti lize d effe ctive st rate gie s to co mmun icate lea r ner need s, p r ogr es s and ach ieve m ent to lea r ners within the clas s as evidenced by su bm itte d M OV No accepta ble evidence was sh own Uti lize d effe ctive st rate gie s to co mmun icate lea r ner need s, p r ogr es s and ach ieve m ent to wider- scho ol co mmun ity stak eho lde r s as evidenced by su bm itte d M OV 5 5 5.000 0.35 E fficiency T im e liness S howed prom pt co mmun icatio n of lea r ners’ needs, p r ogr es s and ach ieve m ent ac r os s 4 qua r te r s S howed prom pt co mmun icatio n of lea r ners’ needs, p r ogr es s and ach ieve m ent ac r os s 3 qua r te r s S howed prom pt co mmun icatio n of lea r ners’ needs, p r ogr es s and ach ieve m ent ac r os s 2 qua r te r s S howed prom pt co mmun icatio n of lea r ners’ needs, p r ogr es s and ach ieve m ent in on l y 1 quarter No accepta ble evidence was sh own S howed prom pt co mmun icatio n of lea r ners’ needs, p r ogr es s and ach ieve m ent ac r os s 4 qua r te r s MF Os KRAs Objectives Timeline Weig h t P e r fo r mance Indicato r s A ctua l R esults R ating A ve S co r e Q E T Outs t anding (5) V e r y S atisfacto r y (4) S atisfacto r y (3) U nsatisfacto r y (2) P oor (1) Q E T Basi c E du cation S e r vices 5 . P e r so n al G r owt h and P rofe ssion al Development 13. Man ifest ed a lea r ner- ce nte r ed tea ching ph ilosop hy in va r iou s a sp e cts o f p r actic e and su pport collea gues in enhancing their own lea r ner ce nte r ed tea ching ph ilosop h y. ( PPS T 7.1.3) 7.0% Qu a lity S ubm itte d M OV that detai l s the co n sistent involve m ent of lea r ners i n the tea chin g- lea r ning p r oce s s resu lting from the application of a per so n al ph ilosop hy of tea chin g th a t is lea r ner- ce nte r ed S ubm itte d M OV that r efle cts involve m ent of lea r ners i n the tea chin g- lea r ning p r oce s s resu lting from the application of a per so n al ph ilosop hy of tea chin g th a t is lea r ner- ce nte r ed S ubm itte d M OV that s h ow s the application of a per so n al ph ilosop hy of tea chin g th a t is lea r ner- ce nte r ed S ubm itte d M OV that in d icate s a per so n al ph ilosop hy of tea chin g th a t is not le arner ce nte r ed No accepta ble evidence was sh own S ubm itte d M OV that detai l s the co n sistent involve m ent of lea r ners i n the tea chin g- lea r ning p r oce s s resu lting from the application of a per so n al ph ilosop hy of tea chin g th a t is lea r ner- ce nte r ed 5 5 5.000 0.35 E fficiency

9. Rater R Y AN BO Y D M. P A H A P AY Ratee A pproving A utho r ity T im e liness A pp lie d a per so n al ph ilosop hy of tea chin g th a t is lea r ner- ce nte r ed ac r os s 4 qua r te r s A pp lie d a per so n al ph ilosop hy of tea chin g th a t is lea r ner- ce nte r ed ac r os s 3 qua r te r s A pp lie d a per so n al ph ilosop hy of tea chin g th a t is lea r ner- ce nte r ed ac r os s 2 qua r te r s A pp lie d a per so n al ph ilosop hy of tea chin g th a t is lea r ner- ce nte r ed i n o nl y 1 qua r ter No accepta ble evidence was sh own A pp lie d a per so n al ph ilosop hy of tea chin g th a t is lea r ner- ce nte r ed ac r os s 4 qua r te r s Basi c E du cation S e r vices 5 . P e r so n al G r owt h and P rofe ssion al Development 14. Refle cte d on the P hilippine P rofe ssion al S tandar d s for Tea ch ers to plan per so n al p r ofe ssion al de velo pment go al s and a ssist collea gues in planning and ach ievin g the ir ow n goa ls. ( PPS T 7.5.3) 7.0% Qu a lity Updated p r ofe ssion al de velo pment go al s dur ing P ha s e II of the R P MS Cycle as evidenced by M O V 4 Di scussed p r ogr es s on p r ofe ssion al de velo pment go al s with the rater dur in g the m id - ye ar review a s e vide n ce d by M O V 3 Set p r ofe ssion al de velo pment go al s ba se d on e - SA T resu lt s as evidenced by M O V 2 Acco mplished the e - SA T at the beginn in g o f the scho ol yea r as evidenced by M O V 1 No accepta ble evidence was sh own Updated p r ofe ssion al de velo pment go al s dur ing P ha s e II of the R P MS Cycle as evidenced by M O V 4 5 5 5 5.000 0.35 E fficiency S ubm itte d 4 acceptab l e M OV s S ubm itte d 3 acceptab l e M OV s S ubm itte d 2 acceptab le M OV s S ubm itte d 1 acceptab l e M OV No accepta ble evidence was sh own S ubm itte d 4 acceptab l e M OV s T im e liness Al l four (4) su bm itte d M OV s were acco m plished within the p r escr ibed R P MS P ha se Th r ee (3) of the su bm itte d M OV s were acco m plished within the p r escr ibed R P MS P ha se Two (2) of the su bm itte d M OV s were acco m plished within the p r escr ibed R P MS P ha se Onl y one (1) of the su bm itted M OV s was acco m plished within the p r escr ibed R P MS P ha se No accepta ble evidence was sh own Al l four (4) su bm itte d M OV s were acco m plished within the p r escr ibed R P MS P ha se MF Os KRAs Objectives Timeline Weig h t P e r fo r mance Indicato r s A ctua l R esults R ating A ve S co r e Q E T Outs t anding (5) V e r y S atisfacto r y (4) S atisfacto r y (3) U nsatisfacto r y (2) P oor (1) Q E T Basi c E du cation S e r vices Plu s fa ctor 15. P e r fo r med va r iou s r elated wor k s / activitie s th at co ntr ibu te to the tea chin g lea r ning p r oce ss. 2.0% Qu a lity P e r fo r med at le a st one ( 1) related work / a ctivit y that co ntr ibu ted to the tea chin g- lea r ning p r oce s s be yo nd the scho ol / Commun ity Lea r ning Center (CLC) a s e vide n ced b y the su bm itted M OV . P e r fo r med at le a st one ( 1) related work / a ctivit y that co ntr ibu ted to the tea chin g- lea r ning p r oce s s within the scho ol / Commun ity Lea r ning Center (CLC) a s e vide n ced b y the su bm itted M OV . P e r fo r med at le a st one ( 1) related work / a ctivit y that co ntr ibu ted to the tea chin g- lea r ning p r oce s s within the lea r ning a r ea/department as evidenced by the su bm itte d M OV . P e r fo r med at le a st one ( 1) related work / a ctivit y that co ntr ibu ted to the tea chin g- lea r ning p r oce s s within the clas s a s e vide n ced b y the su bm itted M OV . No accepta ble evidence was sh own P e r fo r med at le a st one ( 1) related work / activit y th at co ntr ibu ted to the tea chin g- lea r ning p r oce s s be yo nd the scho ol / Commun ity Lea r ning Center (CLC) a s e vide n ced b y the su bm itted M OV . 5 5 5 5.000 0.1 E fficiency S ubm itte d M O V th at details the ach ieve d po sitive co ntr ibu t io n to the tea chin g- lea r ning p r oce ss , as evidenced by the annotat i on prov i ded. S ubm itte d M O V th at details the per ceive d po sitive co ntr ibu t io n to the tea chin g- lea r ning p r oce ss , as evidenced by the annotat i on prov i ded S ubm itte d M O V th at sh ows rea so nab le int er la p with the actu al tea chin g lea r ning p r oce ss, a s e vide n ce d b y the annotat i on prov i ded. S ubm itte d M O V th at sh ows co n side r ab le over la p with, hen ce significa ntly affecting the perfo r man c e of the actu al tea chin g lea r ning p r oce ss. No accepta ble evidence was sh own S ubm itte d M O V th at details the ach ieve d po sitive co ntr ibu t io n to the tea chin g- lea r ning p r oce ss , as evidenced by the annotat i on prov i ded. T im e liness S ubm itte d M OV s were d ist r ibu ted ac r os s 4 qua r te r s S ubm itte d M OV s were d ist r ibu ted ac r os s 3 qua r te r s S ubm itte d M OV s were d ist r ibu ted ac r os s 2 qua r te r s S ubm itte d M OV /s was/were co mpleted i n o nly 1 quarter No accepta ble evidence was sh own S ubm itte d M OV s were d ist r ibu ted ac r os s 4 qua r te r s R A TING F O R OVE R-ALL A C COMPLI S HME N TS O u ts t a n di n g 5.000 A D J E CTI V AL RATING EQUIV AL E N C I E S R A NGE A D J E CTI V AL RATING 4.500-5.000 Ou t sta nding 3.500-4.499 V e r y S atisfa cto r y 2.500-3.499 S atisfa cto r y 1.500-2.499 Unsatisfa cto r y be lo w 1.499 P oor

10. P A R T II: C O M PE T E NC IES 2 . 8 3 3 . 3 3 3 . 8 C O RE BEH A V IO R A L C O M PE T ENCIE S C O RE SKI LLS S e l f- M a nag e m e nt Te a m w or k O r a l Co mm uni c a t ion 1 1 Sets per s ona l goal s an d dire ct ion , need s an d de v elop m en t. 1 1 W illingl y doe s hi s/ he r s har e o f re s pon s ibili t y . 1 1 F ollo w s in st ru ct io n a c c ura t el y . 1 2 U nder t a k e s per s ona l a c t ion s an d beha v ior s t ha t ar e c lea r an d purpo s i v e and t a k e s in to a c c oun t per s ona l goal s an d v alue s c ongruen t t o t ha t o f t he organi z a t ion. 1 Pro m o t e s c ollabora t io n an d re m o v e s barrier s t o t ea m w or k an d goal 2 a c c o m pli s h m en t a cro s s t h e organi z a t ion. 1 2 E x pre s s e s s el f c learl y , f luen t l y an d a c c ura t el y . 3 Applies nego t ia t io n prin c iple s i n arri v in g a t w in- w i n agree m en t s . 1 3 U s e s appropria te m ediu m f o r t h e m e s s age 1 3 D i s pla y s e m o t iona l m a t uri t y an d en t hu s ia s m f o r an d is c hallenge d b y higher goal s. 4 D ri v e s c on s en s u s an d t ea m o w ner s hi p o f de c i s ion s. 4 Ad j u st c o mm uni c a t io n st y le s t o o t her s. 1 4 Priori t i z e s w or k t a s k s an d sc hedule s ( t hroug h Gantt c har t s , c he c k li sts , e t c. ) to a c hie v e goal s. 1 5 W or k s c on s t ru ct i v el y an d c ollabora t i v el y w i t h o t her s an d a cro s s organi z a t ion s to a c c o m pli s h organi z a t iona l goal s an d ob j e c t i v e s. 5 Guides di sc u s s ion s be t w ee n an d a m on g peer s t o m ee t a n ob j e c t i v e. 5 Sets hig h quali t y , c hallenging , realis t i c goal s f o r s el f an d o t her s. S erv i c e Orien tat ion W ri t t e n Co mm uni c a t ion P rofess ionali s m a nd E t h i c s 1 1 C a n e x plai n an d ar t i c ula te organi z a t iona l dire ct ion s, i ss ue s an d proble m s . 1 2 Kno w s t h e di f f eren t w ri tt e n bu s ine ss c o mm uni c a t io n f or m a ts u s e d i n D epEd. 1 1 D e m on s t ra t e s t h e v alue s an d beha v io r en s hrine d i n t h e N or m s o f C ondu ct and Et hi c a l St andard s f o r publi c o f f i c ial s an d e m plo y ee s ( R A 6713). 1 2 T a k e s per s ona l re s pon s ibili t y f o r dealin g w i t h and / o r c orre ct in g c u s t o m e r s er v i c e i ss ue s an d c on c ern s. 3 W ri t e s rout in e c orre s ponden c e / c o mm uni c a t ion s, narra t i v e an d de s c rip t i v e report ba s e d o n readily a v ailabl e in f or m a t io n da ta w i t h m ini m a l s pellin g o r gra mm a t i c al error s (e . g . m e m o s, m inu t e s, e t c. ) 1 2 Prac t i c e s e t hi c a l an d pro f e s s iona l beha v io r an d c ondu ct t a k in g in to a c c oun t t he i m pa ct o f hi s/ he r a c t ion s an d de c i s ion s. 1 3 I ni t ia t e s a c t i v i t ie s t ha t pro m o t e s ad v o c a cy f o r m e n an d w o m e n e m po w er m en t. 1 3 M ain t ain s a pro f e s s iona l i m age : bein g t ru st w or t h y , regularity o f a t t endan ce and pun c t uali t y , goo d groo m in g an d c o mm uni c a t ion. 1 3 Sec ure s in f or m a t io n f rom required re f eren c e s (i . e ., D ire ct orie s , sc hedule s, no t i c e s, in st ru ct ion s) f o r s pe c i f i c purpo s e s. 4 Part i c ipa t e s in upda t in g o f o f f i c e v i s ion , m i ss ion , m anda t e s an d st ra t egie s ba s ed o n D epE d st ra t egie s an d dire ct ion s. 4 M akes personal s acri f i c es t o m eet organi z ation’s needs. 1 4 Self-edits w ord s, nu m ber s, phone t hi c no t a t io n an d c on t en t, i f ne c e s s ar y . 5 D e v elop s an d adop ts s er v i c e i m pro v e m en t progra ms t hroug h s i m pli f ied pro c edure s t ha t w il l f ur t he r enhan ce s er v i c e deli v er y . 5 A ct s w i t h a s ense of urgency and re s ponsibili t y t o m eet organi z ation’s needs, i m pro v e s y st e m s an d hel p o t her s i m pro v e t hei r e f f e c t i v ene s s . 5 D e m on s t ra t e s c lari t y , f luen c y , i m pa c t , c on c i s ene ss an d e f f e c t i v ene ss i n hi s/ her w ri tt e n c o mm uni c a t ion s. Innov at ion Res u l t Focus 1 1 E x a m ine s t h e root c au se o f proble ms an d s ugge s t s e f f e c t i v e s olu t ion s. F o s t ers ne w idea s, pro c e s s e s, an d s ugge s t s be t t e r w a y s t o d o t hing s ( c o st and / or opera t iona l e f f i c ien c y ). Co m pu t er /I C T Sk i l ls 1 1 A c hie v e s re s ul ts w i t h op t i m a l u se o f t i m e an d re s our c e s m o st o f t h e t i m e. 1 1 Prepare s ba s i c c o m po s i t ion s (e . g . , le tt er s , repor ts , s pread s hee t s an d graphi c s pre s en t a t io n u s in g W or d Proc e s s in g an d E x c el). 2 A v oid s re w or k , m i st a k e s an d w a s t ag e t hroug h e f f e c t i v e w or k m e t hod s b y pla c ing organi z a t iona l need s be f or e per s ona l need s. 1 2 I den t i f ie s di f f eren t c o m pu t e r par t s , t urn s t h e c o m pu t e r on / o f f , an d w or k o n a gi v e n t a sk w i t h a c c ep t abl e s pee d an d a c c ura cy an d c onne c t s c o m pu t er peripheral s (e . g . prin t er s , m ode ms , m ul t i m edi a pro j e ct or s , e tc. ) 1 2 D e m ons t ra t es an ability t o t hink “be y ond t he bo x ”. C ontinuously f ocuses on i m pro v in g per s ona l produ c t i v i t y t o c reate highe r v alu e an d re s ul t s . 3 D eli v er s error- f ree ou t pu ts m o st o f t h e t i m e b y c on f or m in g t o st andar d opera t ing pro c edure s c orre ct l y an d c on s i st en t l y . Able t o produ ce v er y s a t i sf a c t or y quali ty o f w or k i n t er m s o f u s e f ulne s s/ a c c ep t abili ty an d c o m ple t ene ss w i t h no s uper v i s io n required. 1 3 Prepare s s i m pl e pre s en t a t io n u s in g Po w erpoin t . 3 Pro m o t e s a c reat i v e c li m a te an d in s pire s c o- w or k er s t o de v elo p origina l idea s or s olu t ion s. 1 4 U t ili z e s t e c hnologie s t o : a c c e ss in f or m a t io n t o enhan ce pro f e s s ional produ c t i v i t y , a s s i st s i n c ondu c t in g re s ear ch an d c o mm uni c a te t hroug h lo c a l and globa l pro f e s s iona l ne t w or ks . 1 4 E x pre s s e s a de s ir e t o d o be t t e r an d m a y e x pre ss f ru st ra t io n a t w a s t e or ine f f i c ien c y . M a y f o c u s o n ne w o r m or e pre c i s e w a y s o f m ee t in g goal s s e t. 4 T rans la t e s c reat i v e t hin k in g in to t angibl e c hange s an d s olu t ion s t ha t i m pro v e t he w or k uni t an d organi z a t ion. 5 M a k e s s pe c i f i c c hange s i n t h e s y st e m o r i n o w n w or k m e t hod s t o i m pro v e per f or m an c e . E x a m ple s m a y in c lud e doin g s o m e t hin g be t t er , f a s t er , a t a lo w er c o s t , m or e e f f i c ien t l y , o r i m pro v in g quali t y , c u s t o m e r s a t i sf a c t ion , m orale , w i t hout s e t t in g an y s pe c i f i c goal. 5 U s e s ingeniou s m e t hod s t o a c c o m pli s h re s pon s ibili t ie s . D e m on s t ra t es re s our c e f ulne ss an d t h e abili ty t o s u c c ee d w i t h m ini m a l re s our c e s. 5 R e c o mm end s appropria te an d upda t e d t e c hnolog y t o enhan ce produ c t i v i t y and pro f e s s iona l pra c t i c e. O VER A LL CO M PETENCY R A TI N G S C O R E BEH A VI OR A L C O M PETENCIES C O R E SKILLS O VER A LL R A TI NG

11. R ater - R atee A gre ement T h e s i g na t ure s be l o w co n f i rm t ha t t h e emplo y e e an d hi s/ he r su perio r ha v e a g r ee d o n t h e co n t en ts o f t h i s apprai sal f or m an d t h e pe r f or m an ce r atin g . P A R T III: SUMM A R Y OF R A TIN G S F O R DISCU SSION F i na l Per f or m an ce Re su l ts R atin g Ad j ecti v a l R atin g A ccomp l i shment o f K R A s an d O b j ecti v es 5.000 Outst an ding N am e o f E m p l o y ee N am e o f Superio r R Y A N B O Y D M. P A H A P A Y M as t e r T eache r 1 S i g na t ure S i g na t ure D ate D ate Ja nua ry , 1900 Ja nua ry , 1900

12. PE RF O RM A NC E M O NIT O RING A N D C O A CHING F O RM Da te Cri tic a l Inciden c e Descr ip t ion ( S i tu a t i on , T a sk & A c t i on ) Output ( Re s u l t) Imp ac t on Job (O ut c o m e) A cti on P lan ( Re i n f or c e / Red i r e ct) S ig n at u r e of Rate e Rate r J ul y , 201 7 S o m e o f t h e m a t erial s ar e no t o n t hei r prope r pla c e s Mat erial s ar e no t o n prope r pla c e s. Di f f i c ul t y i n f indin g t h e lo c a t io n o f m a t erials to b e u s ed . E n s ur e t ha t m a t erial s ar e o n t hei r prope r pla c e s.

13. Feedback: R a t e r: R a t ee : A pp r o v i n g A u t ho rit y : EMPLOYEE FEE D B A C K FO R M Enrol i n t h e Graduate sc hool . C onque r t h e c hallenge s an d a c hie ve y ou r goal s. St ar t , per s i st , an d Enjoy. You s houl d no t b e i n t ha t po s t io n ( T ea c he r I ) al l t h e t i m e . E x er t e f f or t t o b e i n t h e highe r po s i t ion. S t r en g th s De v elopmen t Needs A cti o n Plan (Recommende d De v elopmenta l In te r v en t io n ) T imeli n e Resou r ce s Needed R Y A N BOY D M. P A H A P A Y N a me M a st e r T e a c h e r 1 Po s iti o n

14. Ra te r: Ra tee : Appro v ing Au th ori ty P A R T IV: DEV EL O PMENT PL A NS S tre ngths Deve lop m e nt Nee ds A ct ion Pl a n (Rec omm e nded Deve lop m e n ta l In terve n t ion) T im e line Res ourc e s Nee ded R Y A N BO Y D M. P A H A P A Y Na me M as t e r T eac h e r 1 Position