Department of Education
Autonomous Region in Muslim Mindanao
MARAWI CITY DIVISION, MARAWI CITY
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM
Name of Employee: _________________________________________ Name of Rater: _________________________________________________
Position : _________________________________________ Position: _________________________________________
Review Period: _________________________________________ Date of Review: _________________________________________
Bureau/Center/Service/Division: _________________________________________
Weight
PERFORMANCE INDICATORS ACTUAL
MFO KRAs OBJECTIVES TIMELINE per RATING
(Quality, Efficiency, Timeliness) RESULTS
KRA
Q E T Ave SCORE
5- Prepared100% lesson plans with appropriate instructional
BASIC Teaching- Developed daily lesson materials(100%)
EDUCATION Learning plans/learning logs and 10% 4- Prepared 85% lesson plans with appropriate instructional materials
SERVICES Process (30%) instructional materials to (85%)
adapt the curriculum to 3- Prepared 75% lesson plans with appropriate instructional materials
the needs of the learners (75%)
2- Prepared 70% lesson plans and no instructional materials (70%)
1- Prepared 60% or less lesson plans and no instructional materials
(60%)
Provided both 10% 5- The teacher established challenging and measureable goal/s for
individualized and group student learning that is aligned with the (DepEd standards or
instruction in all classes Philippine Elementary Learning Competencies (PELC) or the
assigned as teaching load Philippine Secondary Learning Competencies (PSLC)) curriculum
for the current school year Has provided individual /group activities for all of the classes
handled for the rating period
Teaching methods and strategies elicited interaction from the
whole class
Inductive method/deductive method was used in teaching a lesson
Results of student
observation/ appraisal are used as basis for follow-up
4- Met 3 out of 5 indicators
3- Met 2 out of 5 indicators
2- Met 1 out of 5 indicators
1- Did not meet any of the indicators
Facilitated three engaging 5% 5- Facilitated 10 or more engaging ICT lessons for the whole school
lessons with the help of year
ICT every quarter (total of 4- Facilitated 8 engaging ICT lessons
12 ICT lessons for the 3- Facilitated 6 engaging ICT lessons
whole school year) (if 2- Facilitated 4 engaging ICT lessons
applicable) 1- Facilitated 2 engaging ICT lessons
Held demonstration 5% 5- All daily lesson plans had objectives, subject matter, procedures,
teaching lessons in class evaluation and assignment.
once a year. Lesson Regular use of ICT was evident in lesson plans.
observation focusing on: Student engagement during the lesson was evident through
o higher order participation
thinking skills Students exhibited analytical, note taking, study, and retention
o note taking skills skills as evidenced by what was written in their notebooks and the
o study skills scores of their quizzes and tests.
o retention skills 4- Met 3 out of 4 indicators
3- Met 2 out of 4 indicators
2- Met 1 out of 4 indicators
1- Did not meet any of the indicators
Pupils/Students Administered group 5% 5- Evidences showed that the teacher purposely plans assessments
Outcomes teacher-made and and various assessment choices to match the different student
(30%) standardized tests set by needs, abilities, and learning styles. .
the Region / Division / Submitted on time
School for the current Class record reflected the bases of pupils’ ratings in all
school year classes/subject areas handled
Students’ portfolio contained all of the students’ accomplishment
Test questions were logically sequenced according principles of
test construction
Monitored and 10% 5- Evidences showed that the teacher was able to track student
evaluated student progress and provided the necessary scaffold for students to improve
progress for every quiz A culture of helping each other and being responsible for their
and activity and learning was manifested in student behavior
encouraged the class Remediation was offered and was taken by students who need it
to be responsible The general average of the class increased by 2% at the end of
fortheir own and each every semester
other’s learning 4- Met 3 out of 4 indicators
3- Met 2 out of 4 indicators
2- Met 1 out of 4 indicators
1- Did not meet any of the indicators
Conducted regular 5% 5- Evidences showed that the teacher was able to track student
remediation to improve progress and provided the necessary scaffold for students to improve
scores of low A culture of helping each other and being responsible for their
performing students learning was manifested in student behavior
Remediation wasoffered and was taken by students who need it
The general average of the class increased by 2% at the end of the
school year
4- Met 3 out of 4 indicators
3- Met 2 out of 4 indicators
2- Met 1 out of 4 indicators
1- Did not meet any of the indicators
Increased the general 10% 5- The general average of the class increased by 2% at the end of the
average of student scores school year
by 2% at the end of the 4- The general average of the class increased by 1% at the end of the
school year school year
3- The general average of the class has no increased at the end of
the school year
2- The general average of the class decrement by 1% at the end of
the school year
1- The general average of the class decrement by 2% at the end of
the school year
Community Communicated regularly 5% 5- 4 of the scheduled parenting seminars/meetings pushed through
Involvement with parents (in writing or and was well attended
(10%) through conferences) to 4- Only 3 of the scheduled parenting seminars/meetings pushed
discuss learner’s progress through
and the current school 3- Only 2 of the scheduled parenting seminars/meeting pushed
program for learning through
2- Only 1 of the scheduled parenting seminars pushed through
1- No scheduled parenting seminars/meetings pushed through
Facilitated the 5% 5- Learning gaps of slow learners improved 2 grades higher from
improvement of identified their initial assessment
gaps in learning through 4- Learning gaps of slow readers improved 1 grade higher from their
a regular tutorial with the initial assessment
help of parent volunteers 3- Learning gaps of slow learners improved but remained in their
initial assessed ability
2- Learning gaps of slow learners remained the same
1-Slow learners felt frustrated and dropped out of the tutorial
program
Professional Attended teacher 3% 5- Evidences showed that training led to improvement of teaching
Growth and training or seminar to competency through improved lesson plans, implementation and
Development improve teaching strategy
competency at least Skills learned in training were shared with other teachers
twice a year Professional development workshops/talks/ seminars were
facilitated at least once every semester
Inputs in discussions were considered and helped in improving
policy especially on school effectiveness
Introduced new strategies contributing to the improvement of the
teaching-learning process
4- Met 4 out of the 5 indicators
3- Met 3 out of the 5 indicators
2- Met 2 out of the 5 indicators
1- Did not meet any of the indicators
Facilitated professional 3% 5- Evidences showed that training led to improvement of teaching
development competency through improved lesson plans, implementation and
workshops/talks/semin strategy
ars for other teachers o Skills learned in training were shared with other teachers
at least once a year o Professional development workshops/talks/seminars were
facilitated at least once a year
o Inputs in discussions were considered and helped in improving
policy especially on school effectivenesss
o Introduced new strategies contributing to the improvement of the
teaching-learningprocess
4- Met 3 out of the 4 indicators
3- Met 2 out of the 4 indicators
2- Met 1 out of the 4 indicators
1- Did not meet any of the indicators
Collaborated with fellow 4% 5- Developed a system or form of assessing teaching – learning
teachers, the School process for the classroom and used region-wide
Head or the appropriate 4- Developed a system or form of assessing teaching – learning
authority to develop the process for the classroom and used district-wide or division-wide
method by which the 3- Developed a system or form of assessing teaching – learning
teacher will be evaluated process for the classroom and used school-wide
2- Little participation
1- No participation
Class Decreased average rate 10% 5- There is a 1% decrease in the rate of absenteeism every quarter
Management of absenteeism by 1% o There is a 1% decrease of students going to the guidance
(20%) every quarter office
o There is also a corresponding decrease in parents being
called to the guidance office for serious offenses
o 100% of students in the class were monitored everyquarter
o There is a 1% decrease of students going to the guidance
office
o There is also a corresponding decrease in parents being
called to the guidance office for serious offenses
4- There is a 0.75% decrease of students going to the guidance office
3- There is a 0.50% decrease of students going to the guidance office
2- There is a 0.25% decrease of students going to the guidance office
1- There is no decrease of students going to the guidance office
Conducted health 10% 5- 100% of students in the class were monitored every quarter
(physical, mental) 4- 90% of students in the class were monitored every quarter
monitoring every quarter 3- 80% of students in the class were monitored every quarter
2- 70% of students in the class were monitored every quarter
1- 60% of students in the class were monitored every quarter
OVERALL
RATING FOR
ACCOMPLIS-
HMENTS
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Ratee Rater
