Republic of the Philippines
Department of Education
Region Schools Division of Nueva Ecija
SCHOOL
ADDRESS
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM ( IPCRF)
MID – YEAR REVIEW FORM
Name of Employee: JOANNE P. LOPEZ
Position: T-III
Division: SCHOOLS DIVISION OF PAMPANGA
Rating Period:
MFO’s
Basic
Education
Services
KRA’s
Content
Knowledge
and
Pedagogy
Objectives
Timeline
1. Applied
knowledge of
content within
and across
curriculum
teaching
areas.
June
2018
to
March
2019
2. Used a
range of
teaching
strategies that
enhance
learner
achievement
in literacy and
numeracy
skills.
Name of Rater: LEAH L. USI
Position: MASTER TEACHER I
Date of Review:
Weight
per
KRA
22.5%
Mid-Year Review Rating
MOV
Performance
Target
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 the integration of the content of
knowledge within and across subject areas
3. Instructional materials highlighting
mastery of content and its integration into
other subject areas
4. Performance tasks/test material(s)
highlighting the 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
Very Satisfactory
(4)
Showed knowledge
of content and its
integration within
and across subject
areas as shown in
MOV 1 with a rating
of 6
Very Satisfactory
(4)
Facilitated using
different teaching
strategies that
promote reading,
writing and/or
numeracy skills as
shown in MOV 1
with a rating of 6
Ratee (Teacher)
Rating
Remarks
Rater (Head Teacher)
Rating
Remarks
Mid-Year Review Results
3. Applied a
range of
teaching
strategies to
develop
critical and
creative
thinking, as
well as other
higher-order
thinking skills.
Functional
classroom
2. Learning
Environmen
t and
Diversity of
Learners
4. Managed
classroom
structure to
engage
learners,
individually or
in groups, in
meaningful
exploration,
discovery and
hands-on
activities
within a range
learner-centered strategies that promote
literacy and/or numeracy skills
4. Performance tasks/test material(s) used in
teaching
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
higher-order 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)
1. 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)
Very Satisfactory
(4)
Used different
teaching strategies
that develop critical
and creative
thinking and/or
other HOTS as
shown in MOV 1
with a rating of 6
Very Satisfactory
(4)
Used classroom
management
strategies that
engage learners in
activities/tasks as
shown in MOV 1
with a rating of 6
of physical
learning
environments.
5. Managed
learner
behaviour
constructively
by applying
positive and
non-violent
discipline to
ensure
learningfocused
environments.
6. Used
differentiated,
developmental
ly appropriate
learning
experiences to
address
learners'
gender, needs,
strengths,
interests and
experiences.
DLL/DLP
and IM’s
3.
Curriculum
and
7. Planned,
managed and
implemented
Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about teacher management of learner
behaviour 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
Very Satisfactory
(4)
Applied teacher
management
strategies of learner
behaviour that
promote positive
and non-violent
discipline as shown
in MOV submitted
with a rating of 6
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)
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about using developmentally sequenced
Very Satisfactory
(4)
Applied
diffrentiated
teaching strategies
to address learner
diversity as shown
in MOV 1 with a
rating of 6
Very Satisfactory
(4)
Planned and
Planning
developmental
ly sequenced
teaching and
learning
processes to
meet
curriculum
requirements
and varied
teaching
contexts.
8. Participated
in collegial
discussions
that use
teacher and
learner
feedback to
enrich
teaching
practice.
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)
9. Selected,
developed,
organized and
used
appropriate
teaching and
learning
resources,
including ICT,
to address
learning goals.
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about using appropriate teaching and
learning resources, including ICT
o Activity sheets/task sheets/work
sheets
o PowerPoint presentations
o
Video clips
o Module
o SIMs-Strategic Intervention
Materials
o Others
2. Lesson plans/modified DLLs with
appropriate instructional materials
appended
3. Others (Please specify and provide
implemented
developmentally
sequenced teaching
and learning
process as shown in
MOV 1 with a rating
of 6
Very Satisfactory
(4)
Frequently
participated in
LACs/FGDs/
meetings to discuss
teacher/learner
feedback to enrich
instruction as
shown in the MOV
submitted
Very Satisfactory
(4)
Developed and used
varied teaching and
learning resources,
including ICT, to
address learning
goals as shown in
MOV 1 with a rating
of 6
Classroom
assessment
tool with
rubrics
4.
Assessment
and
reporting
10. Designed,
selected,
organized and
used
diagnostic,
formative and
summative
assessment
strategies
consistent
with
curriculum
requirements.
11. Monitored
and evaluated
learner
progress and
achievement
using learner
attainment
data.
12.
Communicate
d promptly
and clearly the
learners'
needs,
progress and
achievement
annotations)
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
6. 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 ParentTeacher conferences in all quarters with
proof of parents'/guardians' attendance
3. Report cards with parent's or guardian's
Very Satisfactory
(4)
Designed, selected,
organized and used
diagnostic,
formative and
summative
assessment
strategies
consistent with
curriculum
requirements as
shown in MOV 1
with a rating of 6
Very Satisfactory
(4)
Frequently
monitored and
evaluated learner
progress and
achievement using
learner attainment
data as shown in
the MOV submitted
Very Satisfactory
(4)
Frequently showed
prompt and clear
communication of
the learners' needs,
progress and
achievement to key
to key
stakeholders,
including
parents/guardi
ans.
13. Applied a
personal
philosophy of
teaching that
learnerscentered
14. Set
professional
development
goals based
ion the
Philippine
Professional
standards for
teachers.
Certificates
and
Accomplish
ments
5. Plus
Factor
13. Performed
various related
works/activitie
s that
contribute to
the teachinglearning
process
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 learners'
needs, progress and achievement submitted
to other stakeholders
A reflection/journal entry that highlights the
application of a learner centered teaching
philosophy in the lesson plan or community.
stakeholders,
including
parents/guardians
as shown in the
MOV submitted
1.Certification from the ICT Coordinator /
School Head / Focal Person in charge of eSAT
2.IPCRF-DP
3. Mid-year Review Form (MRF)
4. Updated IPCRF-DP from Phase II
Very Satisfactory
(4)
Frequently
performed various
related
work/activities that
contribute to the
teaching learning
process as shown in
the MOV submitted
Very Satisfactory
(4)
Frequently
performed various
related
work/activities that
contribute to the
teaching-learning
process as shown in
the MOV submitted
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 of 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)
Ratee:
Rater:
Approved:
JOANNE P. LOPEZ
LEAH L. USI
ELNA D. PABUSTAN
Teacher III
MASTER TEACHER I
Principal I