INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR

Name of Employee: ROSEMARIE F. MARANTAL

Position : TEACHER I
Bureau/Center/Service/Division:AMPARO ELEMENTARY SCHOOL, CALOOCAN CITY
Rating Period:
TO BE FILLED OUT DURING PLANNING
PERFORMANCE INDICA
WEIGHT VERY
MFO's KRAs OBJECTIVES TIMELINE OUTSTANDING
PER KRA QET SATISFACTORY
.(5) .(4)
1. Content and 1. Applied knowledge 7.50% Quality Showed Showed
Pedagogy of content within and knowledge of knowledge of
across curriculum content and its content and its
teaching areas. integration integration
within and within and
across subject across subject
areas as shown areas as shown
in MOV 1 with a in MOV 1 with a
rating of 7 rating of 6
Efficiency Submitted at Submitted at
least 4 lessons least 4 lessons
using MOV 1 using MOV 1
and supported and supported
by any 1 of the by any 1 of the
other given other given
MOV MOV
Timeliness
2. Used a range of 7.50% Quality Facilitated using Facilitated using
Basic teaching strategies different different
Education
that enhance learner teaching teaching
Services
achievement in strategies that strategies that
Services

literacy and numeracy promote promote

skills. reading, writing reading, writing
and/or and/or
numeracy skills numeracy skills
as shown in as shown in
MOV 1 with a MOV 1 with a
rating of 7 rating of 6
Efficiency Submitted at Submitted 3
least 4 learnercentered
learnercentered
lessons as lessons as
evidently shown evidently shown
in MOV 1 and in MOV 1 and
supported by supported by
any 1 of the any 1 of the
other MOV other MOV
given given
Timeliness
 PERFORMANCE INDICA
WEIGHT VERY
MFO's KRAs OBJECTIVES TIMELINE OUTSTANDING
PER KRA QET SATISFACTORY
.(5) .(4)
3. Applied a range of 7.50% Quality Used different Used different
teaching strategies to teaching teaching
develop critical and strategies that strategies that
creative thinking, as develop critical develop critical
well as other higherorder and creative and creative
thinking skills. thinking and/or thinking and/or
other HOTS as other HOTS as
shown in MOV shown in MOV
1 with a rating 1 with a rating
of 7 of 6
Efficiency Submitted at Submitted 3
least 4 lessons lessons as
as evidenced by evidenced by
MOV 1 and MOV 1 and
supported by supported by
any 1 of the any 1 of the
other given other given
MOV MOV
Timeliness
2. Learning 4. Managed 7.50% Quality Used classroom Used classroom
Environment and classroom structure to management management
Diversity of engage learners, strategies that strategies that
Learners individually or in engage learners engage learners
groups, in meaningful in in
exploration, discovery activities/tasks activities/tasks
and hands-on as shown in as shown in
activities within a MOV 1 with a MOV 1 with a
range of physical rating of 7 rating of 6
learning
environments.
Efficiency Submitted at Submitted 3
least 4 lessons lessons
supported by supported by
MOV 1 and any MOV 1 and any
1 of the other 1 of the other
acceptable acceptable
MOV MOV
Timeliness
 PERFORMANCE INDICA
WEIGHT VERY
MFO's KRAs OBJECTIVES TIMELINE OUTSTANDING
PER KRA QET SATISFACTORY
.(5) .(4)
5. Managed learner 7.50% Quality Applied teacher Applied teacher
behavior management management
constructively by strategies of strategies of
applying positive and learner behavior learner behavior
non-violent discipline that promote that promote
to ensure learningfocused positive and positive and
environments. non-violent non-violent
discipline as discipline as
shown in MOV shown in MOV
submitted with a submitted with a
rating of 7 rating of 6
Efficiency Submitted at Submitted at
least 4 of the least 4 of the
given strategies given strategies
as observed in as observed in
at least 4 3 lessons
lessons
Timeliness
6. Used differentiated, 7.50% Quality Applied Applied
developmentally differentiated differentiated
appropriate learning teaching teaching
experiences to strategies to strategies to
address learners’ address learner address learner
gender, needs, diversity as diversity as
strengths, interests shown in MOV shown in MOV
and experiences. 1 with a rating 1 with a rating
 of 7 of 6
Efficiency Submitted at Submitted 3
least 4 differentiated
differentiated teaching
teaching strategies in at
strategies in at least 2 lessons
least 2 lessons as evidenced by
as evidenced by MOV 1 and
MOV 1 and supported by
supported by any 1 of the
any 1 of the other
other acceptable
acceptable MOV
MOV
Timeliness
 PERFORMANCE INDICA
WEIGHT VERY
MFO's KRAs OBJECTIVES TIMELINE OUTSTANDING
PER KRA QET SATISFACTORY
.(5) .(4)
3. Curriculum 7. Planned, managed 7.50% Quality Planned and Planned and
and Planning and implemented implemented implemented
developmentally developmentally developmentally
sequenced teaching sequenced sequenced
and learning teaching and teaching and
processes to meet learning learning
curriculum process as process as
requirements and shown in MOV shown in MOV
varied teaching 1 with a rating 1 with a rating
contexts. of 7 of 6
Efficiency Submitted at Submitted 3
least 4 developmentally
developmentally sequenced
sequenced teaching and
teaching and learning
learning process as
process as evidently shown
evidently shown in MOV 1 and
in MOV 1 and supported by
supported by any 1 of the
any 1 of the other given
other given MOV
MOV
Timeliness
8. Participated in 7.50% Quality Consistently Frequently
collegial discussions participated in participated in
that use teacher and LACs/FGDs/ LACs/FGDs/
learner feedback to meetings to meetings to
enrich teaching discuss discuss
practice. teacher/learner teacher/learner
feedback to feedback to
enrich enrich
instruction as instruction as
shown in the shown in the
MOV submitted MOV submitted
Efficiency Participated in Participated in 3
at least 4 LACs/FGDs/
LACs/FGDs/ meetings as
evidently shown
Timeliness
 PERFORMANCE INDICA
WEIGHT VERY
MFO's KRAs OBJECTIVES TIMELINE OUTSTANDING
PER KRA QET SATISFACTORY
.(5) .(4)
9. Selected, 7.50% Quality Developed and Developed and
developed, organized used varied used varied
and used appropriate teaching and teaching and
teaching and learning learning learning
resources, including resources, resources,
ICT, to address including ICT, to including ICT, to
learning goals. address address
learning goals learning goals
as shown in as shown in
MOV 1 with a MOV 1 with a
rating of 7 rating of 6
Efficiency Submitted at Submitted 3
least 4 varied varied teaching
teaching and and learning
learning resources,
resources, including ICT,
including ICT, as evidently
as evidently shown in MOV
shown in MOV 1 and supported
1 and supported by any 1 of the
by any 1 of the acceptable
acceptable MOV
MOV
Timeliness
4. Assessment 10. Designed, 7.50% Quality Designed, Designed,
and Reporting selected, organized selected, selected,
and used diagnostic, organized and organized and
formative and used diagnostic, used diagnostic,
summative formative and formative and
assessment summative summative
strategies consistent assessment assessment
with curriculum strategies strategies
requirements consistent with consistent with
curriculum curriculum
requirements as requirements as
shown in MOV shown in MOV
1 with a rating 1 with a rating
of 7 of 6
Efficiency Submitted at Submitted 3
least 4 varied varied
assessment assessment
tools as tools as
evidently shown evidently shown
in any 1 of the in any 1 of the
acceptable acceptable
MOV MOV
Timeliness
 PERFORMANCE INDICA
WEIGHT VERY
MFO's KRAs OBJECTIVES TIMELINE OUTSTANDING
PER KRA QET SATISFACTORY
.(5) .(4)
11. Monitored and 7.50% Quality Consistently Frequently
evaluated learner monitored and monitored and
progress and evaluated evaluated
achievement using learner progress learner progress
learner attainment and and
data. achievement achievement
using learner using learner
attainment data attainment data
as shown in the as shown in the
MOV submitted MOV submitted
Efficiency Submitted a Submitted a
combination of combination of
at least 4 of the 3 of the
acceptable acceptable
MOV MOV

Timeliness Submitted MOV Submitted MOV

were distributed were distributed
across 4 across 3
quarters quarters
12. Communicated 7.50% Quality Consistently Frequently
promptly and clearly showed prompt showed prompt
the learners’ needs, and clear and clear
progress and communication communication
achievement to key of the learners’ of the learners’
stakeholders, needs, progress needs, progress
including and and
parents/guardians. achievement to achievement to
key key
stakeholders, stakeholders,
including including
parents/ parents/
guardians as guardians as
shown in the shown in the
MOV submitted MOV submitted
Efficiency Submitted a Submitted a
combination of combination of
at least 4 of the 3 of the
acceptable acceptable
MOV MOV
Timeliness Submitted MOV Submitted MOV
were distributed were distributed
across 4 across 3
quarters quarters
 PERFORMANCE INDICA
WEIGHT VERY
MFO's KRAs OBJECTIVES TIMELINE OUTSTANDING
PER KRA QET SATISFACTORY
.(5) .(4)
5. Plus Factor 13. Performed various 10% Quality Consistently Frequently
related performed performed
works/activities that various related various related
contribute to the work/activities work/activities
teaching-learning that contribute that contribute
process. to the teaching to the teaching
learning learning
process as process as
shown in the shown in the
MOV submitted MOV submitted
Efficiency Submitted at Submitted 3
least 4 different different kinds
kinds of of acceptable
acceptable MOV
Timeliness

NELLY M. TAPERLA ROSEMARIE F. MARANTAL FELIZA PAZ O

Master Teacher I Teacher I
Rater Ratee Approving A
CRF) FOR TEACHER I-III
Name of Rater: MRS. NELLY M. TAPERLA
Position: MASTER TEACHER I
Date of Review:

TO BE FILLED DURING EVALUATION

CE INDICATORS
SATISFACTORY UNSATISFACTORY POOR ACTUAL Rating SCORE
.(3) .(2) .(1) RESULT Q E T AVE
Showed Showed No
knowledge of knowledge of acceptable
content and its content and its evidence
integration integration was shown
within and within and
across subject across subject
areas as shown areas as shown
in MOV 1 with a in MOV 1 with a
rating of 5 rating of 4
Submitted 2 Submitted any 1 No
lessons using of the given acceptable
MOV 1 and MOV evidence
supported by was shown
any 1 of the
other given
MOV

Facilitated using Facilitated using No

different different acceptable
teaching teaching evidence
strategies that strategies that was shown
 promote promote
reading, writing reading, writing
and/or and/or
numeracy skills numeracy skills
as shown in as shown in
MOV 1 with a MOV 1 with a
rating of 5 rating of 4
Submitted 2 Submitted 1 No
learnercentered learnercentered acceptable
lessons as lesson evidence
evidently shown as evidently was shown
in MOV 1 and shown in any of
supported by the given MOV
any 1 of the
other MOV
given
CE INDICATORS
SATISFACTORY UNSATISFACTORY POOR ACTUAL Rating SCORE
.(3) .(2) .(1) RESULT Q E T AVE
Used different Used different No
teaching teaching acceptable
strategies that strategies that evidence
develop critical develop critical was shown
and creative and creative
thinking and/or thinking and/or
other HOTS as other HOTS as
shown in MOV shown in MOV
1 with a rating 1 with a rating
of 5 of 4
Submitted 2 Submitted 1 No
lessons as lesson as acceptable
evidenced by evidenced by evidence
MOV 1 and any 1 of the was shown
supported by given MOV
any 1 of the
other given
MOV

Used classroom Used classroom No

management management acceptable
strategies that strategies that evidence
engage learners engage learners was shown
in in
activities/tasks activities/tasks
as shown in as shown in
 MOV 1 with a MOV 1 with a
rating of 5 rating of 4

Submitted 2 Submitted 1 No
lessons lesson acceptable
supported by supported by evidence
MOV 1 and any any of the was shown
1 of the other acceptable
acceptable MOV
MOV
CE INDICATORS
SATISFACTORY UNSATISFACTORY POOR ACTUAL Rating SCORE
.(3) .(2) .(1) RESULT Q E T AVE
Applied teacher Applied teacher No
management management acceptable
strategies of strategies of evidence
learner behavior learner behavior was shown
that promote that promote
positive and positive and
non-violent non-violent
discipline as discipline as
shown in MOV shown in MOV
submitted with a submitted with a
rating of 5 rating of 4
Submitted at Submitted any 1 No
least 4 of the of the given acceptable
given strategies strategies as evidence
as observed in observed in only was shown
2 lessons 1 lesson

Applied Applied No
differentiated differentiated acceptable
teaching teaching evidence
strategies to strategies to shown
address learner address learner
diversity as diversity as
shown in MOV shown in MOV
1 with a rating 1 with a rating
 of 5 of 4
Submitted 2 Submitted any 1 No
differentiated differentiated acceptable
teaching teaching evidence
strategies in 2 strategy in only shown
lessons as 1 lesson as No
evidenced by evidently shown acceptable
MOV 1 and in any 1 of the evidence
supported by acceptable was shown
any 1 of the MOV
other
acceptable
MOV
CE INDICATORS
SATISFACTORY UNSATISFACTORY POOR ACTUAL Rating SCORE
.(3) .(2) .(1) RESULT Q E T AVE
Planned and Planned and No
implemented implemented acceptable
developmentally developmentally evidence
sequenced sequenced was shown
teaching and teaching and
learning learning
process as process as
shown in MOV shown in MOV
1 with a rating 1 with a rating
of 5 of 4
Submitted 2 Submitted 1 No
developmentally developmentally acceptable
sequenced sequenced evidence
teaching and teaching and was shown
learning learning
process as process as
evidently shown evidently shown
in MOV 1 and in any 1 of the
supported by given MOV
any 1 of the
other given
MOV

Occasionally Rarely No
 participated in participated in acceptable
LACs/FGDs/ LAC/FGD/ evidence
meetings to meeting to was shown
discuss discuss
teacher/learner teacher/learner
feedback to feedback to
enrich enrich
instruction as instruction as
shown in the shown in the
MOV submitted MOV submitted
Participated in 2 Participated in 1 No
LACs/FGDs/ LAC/FGD/ acceptable
meetings as meeting as evidence
evidently shown evidently shown was shown
CE INDICATORS
SATISFACTORY UNSATISFACTORY POOR ACTUAL Rating SCORE
.(3) .(2) .(1) RESULT Q E T AVE
Developed and Developed and No
used varied used varied acceptable
teaching and teaching and evidence
learning learning was shown
resources, resources,
including ICT, to including ICT, to
address address
learning goals learning goals
as shown in as shown in
MOV 1 with a MOV 1 with a
rating of 5 rating of 4
Submitted 2 Submitted any No
varied teaching teaching and acceptable
and learning learning evidence
resources, resource, was shown
including ICT, including ICT,
as evidently as evidently
shown in MOV shown in any of
1 and supported the acceptable
by any 1 of the MOV
acceptable
MOV

Designed, Designed, No
 selected, selected, acceptable
organized and organized and evidence
used diagnostic, used diagnostic, was shown
formative and formative and
summative summative
assessment assessment
strategies strategies
consistent with consistent with
curriculum curriculum
requirements as requirements as
shown in MOV shown in MOV
1 with a rating 1 with a rating
of 5 of 4
Submitted 2 Submitted 1 No
varied assessment tool acceptable
assessment as evidently evidence
tools as shown in any of was shown
evidently shown the acceptable
in any 1 of the MOV
acceptable
MOV
CE INDICATORS
SATISFACTORY UNSATISFACTORY POOR ACTUAL Rating SCORE
.(3) .(2) .(1) RESULT Q E T AVE
Occasionally Rarely No
monitored and monitored and acceptable
evaluated evaluated evidence
learner progress learner progress was shown
and and
achievement achievement
using learner using learner
attainment data attainment data
as shown in the as shown in the
MOV submitted MOV submitted
Submitted a Submitted 1 No
combination of acceptable acceptable
2 of the MOV evidence
acceptable No was shown
MOV acceptable
evidence
was shown
Submitted MOV Submitted MOV No
were distributed was completed acceptable
across 2 in only 1 quarter evidence
quarters was shown
Occasionally Rarely showed No
showed prompt prompt and acceptable
and clear clear evidence
communication communication was shown
of the learners’ of the learners’
needs, progress needs, progress
and and
achievement to achievement to
key key
stakeholders, stakeholders,
including including
parents/ parents/
guardians as guardians as
shown in the shown in the
MOV submitted MOV submitted
Submitted a Submitted any 1 No
combination of of the given acceptable
2 of the MOV evidence
acceptable was shown
MOV
Submitted MOV Submitted MOV No
were distributed was completed acceptable
across 2 in only 1 quarter evidence
quarters was shown
CE INDICATORS
SATISFACTORY UNSATISFACTORY POOR ACTUAL Rating SCORE
.(3) .(2) .(1) RESULT Q E T AVE
Occasionally Rarely No
performed performed acceptable
various related various related evidence
work/activities work/activities was shown
that contribute that contribute No
to the teaching to the teaching acceptable
learning learning evidence
process as process as was shown
shown in the shown in the
MOV submitted MOV submitted
Submitted 2 Submitted any 1
different kinds of the
of acceptable acceptable
MOV MOV

RATING FOR
OVERALL
ACCOMPLISH-
MENTS

IZA PAZ O. CARUAL

Principal III
Approving Authority
 Schools Division Office
AMPARO ELEMENTARY SCHOOL
Caloocan

Key Result Areas (KRAs) Objectives

1. Applied knowledge of content
within and across curriculum
teaching areas.
Content Knowledge and Pedagogy

2. Used a range of teaching

strategies that enhance learner
achievement in literacy and
numeracy skills.

3. Applied a range of teaching

strategies to develop critical and
creative thinking, as well as other
higher-order thinking skills.
 Schools Division Office
AMPARO ELEMENTARY SCHOOL
Caloocan

Key Result Areas (KRAs) Objectives

4. Managed classroom structure to
engage learners, individually or in
groups, in meaningful exploration,
Learning Environment and Diversity of

discovery and hands-on activities

within a range of physical learning
environments.

5. Managed learner behavior

constructively by applying positive
and non-violent discipline to ensure
learning-focused environments
Learners

6. Used differentiated,
developmentally appropriate
learning experiences to address
learners’ gender, needs, strengths,
interests and experiences.
 Schools Division Office
AMPARO ELEMENTARY SCHOOL
Caloocan

Key Result Areas (KRAs) Objectives

7. Planned, managed and
implemented developmentally
sequenced teaching and learning
processes to meet curriculum
requirements and varied teaching
Curriculum and Planning
contexts.

8. Participated in collegial
discussions that use teacher and
learner feedback to enrich teaching
practice.

9. Selected, developed, organized

and used appropriate teaching and
learning resources, including ICT, to
address learning goals.
 Schools Division Office
AMPARO ELEMENTARY SCHOOL
Caloocan

Key Result Areas (KRAs) Objectives

10. Designed, selected, organized
and used diagnostic, formative and
summative assessment strategies
consistent with curriculum
requirements.
Assessment and Reporting

11. Monitored and evaluated learner

progress and achievement using
learner attainment data.

12. Communicated promptly and

clearly the learners’ needs, progress
and achievement to key
stakeholders, including
parents/guardians.
 Schools Division Office
AMPARO ELEMENTARY SCHOOL
Caloocan

Key Result Areas (KRAs) Objectives

13. Performed various related
Plus Factor
works/activities that contribute to the
teaching-learning process.

ROSEMARIE F. MARANTAL
Teacher
Ratee

MRS. NELLY M. TAPERLA

Master Teacher I
Rater
 Means of Verification (MOV)
1. Classroom observation tool (COT) rating sheet
and/or inter-observer agreement form about
knowledge of content within and across
curriculum teaching areas
2. Lesson plans/modified DLLs developed
highlighting integration of content knowledge
within and across subject areas
3. Instructional materials highlighting mastery of
content and its integration in other subject
areas
4. Performance tasks/test material(s) highlighting
integration of content knowledge within and
across subject areas
5. Others (Please specify and provide
annotations)
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about teaching strategies that enhance learner
achievement in literacy and numeracy skills
2. Lesson plans/modified DLLs used in teaching
highlighting learner-centered strategies that
promote literacy and/or numeracy skills
3. Instructional materials highlighting learnercentered
strategies that promote literacy
and/or numeracy skills
4. Performance tasks/test material(s) used in
teaching
APPENDICES
5. Results of assessment used in teaching
6. Others (Please specify and provide
annotations)
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about teaching strategies to develop critical
and creative thinking, as well as other higherorder
thinking skills
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 develop critical and
creative thinking and/or other HOTS
4. Performance tasks/test material(s) used in
demonstration teaching
5. Results of assessment used in teaching
6. Others (Please specify and provide
annotations)
 Means of Verification (MOV)
Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about managing classroom structure that
engages learners in various activities
2. Lesson plans/modified DLLs highlighting
various classroom management strategies
that engage learners in activities/tasks in
different physical learning environments
3. Others (Please specify and provide
annotations)
Classroom observation tool (COT) rating sheet
and/or inter-observer agreement form about
teacher management of learner behavior using
the following strategies:
1. Providing motivation
2. Praising the learners/Giving positive feedback
3. Setting house rules/guidelines
4. Ensuring learners’ active participation
5. Allowing learners to express their
ideas/opinions
6. Giving equal opportunities to learners
7. Encouraging learners to ask questions
8. Others (Please specify and provide
annotations)
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about using differentiated, developmentally
appropriate learning experiences
2. Lesson plans/modified DLLs developed
highlighting differentiation in content, product,
process, learning environment or others
according to learners’ gender, needs,
strengths, interests and experiences
3. Instructional materials developed highlighting
differentiation in content, product, process,
learning environment or others according to
learners’ gender, needs, strengths, interests
and experiences
4. Others (Please specify and provide
annotations)
 Means of Verification (MOV)
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about using developmentally sequenced
teaching and learning process
2. Lesson plans/modified DLLs highlighting
developmentally sequenced instruction that
meet curriculum goals and varied teaching
contexts
3. Instructional materials used to implement
developmentally sequenced teaching and
learning process to meet curriculum
requirements and varied teaching contexts
4. Others (Please specify and provide
annotations)
1. Personal notes of teachers on
LACs/FGDs/meetings with proof of attendance
2. Minutes of LAC/FGD sessions on use of
teacher and learner feedback to enrich
teaching practice with proof of attendance
3. Others (Please specify and provide
annotations)
1. Classroom observation tool (COT) rating sheet
and/or inter-observer agreement form about
using appropriate teaching and learning
resources, including ICT
Examples:
• Activity sheets/task sheets/work sheets
• PowerPoint presentations
• Video clips
• Module
• SIMs-Strategic Intervention Materials
• Others
2. Lesson plans/modified DLLs with appropriate
instructional materials appended
3. Others (Please specify and provide
annotations)
 Means of Verification (MOV)
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about using diagnostic, formative and
summative assessment strategies
2. Prepared lesson plans/modified DLLs
highlighting appropriate use of formative
assessment strategies
3. Developed diagnostic tests: (a) with TOS
reviewed by superior; (b) with sample
accomplished questionnaire/answer sheets
4. Developed summative tests: (a) with TOS
reviewed by superior; (b) with sample
accomplished questionnaire/answer sheets
5. Developed performance tasks: (a) with rubrics
reviewed by superior; (b) with sample
accomplished rubrics
5. Others (Please specify and provide
annotations)
1. Compilation of a learner’s written work with
summary of results and with signature of
parents
2. Formative/summative assessment tools with
TOS and frequency of errors with identified
least mastered skills
3. Class records/grading sheets
4. Lesson plans/modified DLLs showing index of
mastery
5. Others (Please specify and provide
annotations)
1. At least 3 samples of corrected test papers of
the same 3 learners in the same learning area
with parents’ or guardians’ signature and date
of receipt
2. Minutes of PTA meetings or Parent-Teacher
conferences in all quarters with proof of
parent’s/guardian’s attendance
3. Report cards with parent’s or guardian’s
signature in all quarters supported by minutes
of meeting
4. Communication with parents/guardians using
various modalities
5. Anecdotal record showing entries per quarter
6. Other documents showing learner needs,
progress and achievement submitted to other
stakeholders
 Means of Verification (MOV)
1. Certificate of Recognition or Participation
2. Certificate of Training
3. Certificate of Speakership
4. Committee involvement
5. Advisorship of Co-curricular activities
6. Book or Journal Authorship/Coauthorship/
Contributorship
7. Coordinatorship/Chairpersonship
8. Coaching and mentoring learners in
competitions
9. Mentoring pre-service/in-service teachers
10. Others (Please specify and provide
annotations)

MRS. FELIZA PAZ O. CARUAL

Principal III
Approving Authority
 COT-RPMS
TEACHER I-III

RATING SHEET

OBSERVER:______________________________________ DATE:
TEACHER OBSERVED: ___________________________
SUBJECT AND GRADE LEVEL TAUGHT: _______________

OBSERVATION: 1 2 3 4

DIRECTIONS FOR THE OBSERVER:

1.Rate each item on the checklist according to how well the teacher performed during the classroom observation.
Mark the appropriate column with a (√ ) mark.
2. Each indicator is assessed on an individual basis, regardless of its relationship to other indicators,
is not an average, it is the final rating based on reasoned and consensual judgement.
3. Attach your observation notes form to the completed rating sheet.

The Teacher 3 4 5 6 7 NO
1 Applies knowledge of content within and
across curriculum teaching areas
2 Uses a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills
3 Applies a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills
4 Manages classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of physical
learning environments
5 Manages learner behavior constructively by
applying positive and non-violent discipline
to ensure learning-focused environments
6 Uses differentiated, developmentally
appropriate learning experiences to address
learners’ gender, needs, strengths, interests
and experiences
7 Plans, manages and implements
developmentally sequenced teaching and
learning processes to meet curriculum
requirements and varied teaching contexts
8 Selects, develops, organizes, and uses
appropriate teaching and learning resources,
including ICT, to address learning goals
9 Designs, selects, organizes, and uses
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements
OTHER COMMENTS:
 ________________________________ ________________________________
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
 COT-RPMS
TEACHER I-III

INTER-OBSERVER AGREEMENT FORM

OBSERVER 1:`______________________ Name of Teacher Observed:

OBSERVER 2: _______________________
OBSERVER 3:_________________________
DATE: Subject and Grade Level Taught:
OBSERVATION: 1 2 3 4

DIRECTIONS FOR THE OBSERVER:

1. Indicate your individual rating for each indicator.
2. Discuss within the group your reasons for such rating. In case of different ratings, the observers must resolve
the differences and come up with an agreed rating. The final rating is not an average, it is the final rating
based on reasoned and consensual judgement.
3. Attach all individual ratings sheets in this inter-observer agreement form.

The Teacher Observer 1 Observer 2 Observer 3 Agreed Rating

1 Applies knowledge of content within and
across curriculum teaching areas
2 Uses a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills
3 Applies a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills
4 Manages classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of physical
learning environments
5 Manages learner behavior constructively by
applying positive and non-violent discipline
to ensure learning-focused environments
6 Uses differentiated, developmentally
appropriate learning experiences to address
learners’ gender, needs, strengths, interests
and experiences
7 Plans, manages and implements
developmentally sequenced teaching and
learning processes to meet curriculum
requirements and varied teaching contexts
8 Selects, develops, organizes, and uses
appropriate teaching and learning resources,
including ICT, to address learning goals
9 Designs, selects, organizes, and uses
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements

________________________________ _________________________ __________________________

Signature over Printed Name of Signature over Printed Name of Signature over Printed Name of
Observer 1 Observer 2 Observer 3

________________________________
Signature over Printed Name of the Teacher
 Schools Division Office
AMPARO ELEMENTARY SCHOOL
Caloocan

WEIGHT NUMERICAL RATINGS

WEIGHT PER
KRA OBJECTIVES PER
KRA OBJECTIVE QUALITY EFFICIENCY TIMELINESS AVERAGE

1. Applied knowledge of content 7.5% 5 5 0 5

within and across curriculum
teaching areas.
2. Used a range of teaching 7.5% 5 5 0 5
strategies that enhance learner
1 22.5% achievement in literacy and
numeracy skills.
3. Applied a range of teaching 7.5% 5 5 0 5
strategies to develop critical and
creative thinking, as well as other
higher-order thinking skills.
4. Managed classroom structure to 7.5% 4 4 0 4
engage learners, individually or in
groups, in meaningful exploration,
discovery and hands-on activities
within a range of physical learning
environments.
5. Managed learner behavior 7.5% 4 4 0 4
2 22.5% constructively by applying positive
and non-violent discipline to ensure
learning-focused environments
6. Used differentiated, 7.5% 3 3 0 3
developmentally appropriate
learning experiences to address
learners’ gender, needs, strengths,
interests and experiences.
7. Planned, managed and 7.5% 4 4 0 4
implemented developmentally
sequenced teaching and learning
processes to meet curriculum
requirements and varied teaching
contexts.
8. Participated in collegial 7.5% 3 3 0 3
3 22.5%
discussions that use teacher and
learner feedback to enrich teaching
practice.
9. Selected, developed, organized 7.5% 4 4 0 4
and used appropriate teaching and
learning resources, including ICT, to
address learning goals.
10. Designed, selected, organized 7.5% 4 4 0 4
and used diagnostic, formative and
summative assessment strategies
consistent with curriculum
requirements.
 11. Monitored and evaluated learner 7.5% 5 5 5 5
4 22.5% progress and achievement using
learner attainment data.
12. Communicated promptly and 7.5% 5 5 5 5
clearly the learners’ needs, progress
and achievement to key
stakeholders, including
parents/guardians.
13. Performed various related 10.0% 4 4 0 4
5 10% works/activities that contribute to the
teaching-learning process.
FINAL RATING
ADJECTIVAL RATING
 ADJECTIVAL RATING EQUIVALENCES
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
SCORE

0.375

0.375

0.375

0.3

0.3

0.225

0.3

0.225

0.3

0.3
 0.375

0.375

0.4

4.225
Very Satisfactory