T1-T3, MT, AUTOMATED IPCRF With Annotation, Part 4 and Coaching Form

Republic of the Philippine Department of Education Region XII Division of Sultan Kudarat

Salaman Central Elemen Poblacion I, Lebak, Sultan Ku

INDI INDIVI VIDU DUAL AL PE PERF RFOR ORMA MANC NCE E COMM COMMIT ITME MENT NT A (ame of Emplo;ee Position %ureau&#enter&Service&Division Rating Period

! %E -ILLED .! D.RI(5 PL"((I(5

%asic Education Services

1> #ontent 1> "pplied knoBledge @une /012 KnoBledge and of content Bithin and to 'arch Pedagog; across curriculum /014 teaching areas>

7ualit;

ShoBed knoBledge of content and its integration Bithin and across sub6ect areas as shoBn in'+1Bitha rating of =

ShoBed knoBledge of content and its integration Bithin and across sub6ect areas as shoBn in'+1Bitha rating of C

ShoBed knoBledge of content and its integration Bithin and across sub6ect areas as shoBn in '+ 1 Bith a rating of 9

Efficienc;

Submitted at least A lessons using '+ 1 and supported b; an; 1 of the other given '+

Submitted < lessons using '+ 1 and supported b; an; 1 of the other given '+

Submitted / lessons using '+ 1 and supported b; an; 1 of the other given '+

ShoBed knoBledge of content and its integration Bithin and across sub6ect areas as shoBn in'+1Bitha rating of =

ShoBed knoBledge of content and its integration Bithin and across sub6ect areas as shoBn in'+1Bitha rating of C

ShoBed knoBledge of content and its integration Bithin and across sub6ect areas as shoBn in '+ 1 Bith a rating of 9

!imeliness


/> .sed a range of teaching strategies that enhance learner achievement in literac; and numerac; skills>

@une /012 to 'arch /014

7ualit;

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Efficienc;

-acilitated using different teaching strategies that promote reading, Briting and&or numerac; skills as shoBn in '+ 1 Bith a rating of =

-acilitated using different teaching strategies that promote reading, Briting and&or numerac; skills as shoBn in '+ 1 Bith a rating of C

-acilitated using different teaching strategies that promote reading, Briting and&or numerac; skills as shoBn in '+ 1 Bith a rating of 9

7ualit;

.sed different teaching strategies that develop critical and creative thinking and&or other $!S as shoBn in '+ 1 Bith a rating of =

.sed different teaching strategies that develop critical and creative thinking and&or other $!S as shoBn in '+ 1 Bith a rating of C

.sed different teaching strategies that develop critical and creative thinking and&or other $!S as shoBn in '+ 1 Bith a rating of 9

Efficienc;

Submitted at least A lessons as evidenced b; '+ 1 and supported b;

Submitted < lessons as evidenced b; '+ 1 and supported b;

Submitted / lessons as evidenced b; '+ 1 and supported b; an;

!imeliness


<> "pplied a range of @une /012 teaching strategies to to 'arch develop critical and /014 creative thinking, as Bell as other higher3 order thinking skills>


















/> Learning Environment and Diversit; of Learners

A> 'anaged @une /012 classroom to 'arch structure to engage /014 learners, individuall; or in groups, in meaningful eploration, discover; and hands3on activities Bithin a range of ph;sical learning environments>

7ualit;

.sed classroom .sed classroom management management strategies that strategies that engage learners engage learners in in activities&tasks activities&tasks as shoBn in as shoBn in '+ 1 Bith a '+1Bitha rating of = rating of C

.sed classroom management strategies that engage learners in activities&tasks as shoBn in '+ 1 Bith a rating of 9

Efficienc;

Submitted at least A lessons supported b; '+ 1 and an; 1 of the other acceptable '+

Submitted / lessons as evidenced b; '+ 1 and supported b; an; 1of the other given '+

!imeliness

Submitted < lessons supported b; '+ 1 and an; 1 of the other acceptable '+


















9> 'anaged @une /012 learner behavior to 'arch constructivel; constructivel; b; /014 appl;ing positive and non3violent discipline to ensure learning3 focused environments>

7ualit;

"pplied teacher management strategies of learner behavior that promote positive and non3violent discipline as shoBn in '+ submitted Bith a rating of =

.sed classroom "pplied teacher management management strategies that strategies of engage learners learner behavior in that promote activities&tasks positive and as shoBn in non3violent '+1Bitha discipline as rating of C shoBn in '+ submitted Bith a rating of 9

Efficienc;

Submitted at least A of the given strategies as observed in at least A lessons

Submitted at least A of the given strategies as observed in < lessons

Submitted at least A of the given strategies as observed in / lessons

"pplied differentiated teaching



!imeliness


C> .sed differentiated, developmentall;

@une /012 to 'arch /014

7ualit;

















Efficienc;

Submitted at least A differentiated teaching strategies in at least / lessons as evidenced b; '+ 1 and supported b; an; 1 of the other acceptable '+

Submitted < differentiated teaching strategies in at least / lessons as evidenced b; '+ 1 and supported b; an;1ofthe other acceptable '+

Submitted / differentiated teaching strategies in / lessons as evidenced b; '+ 1 and supported b; an;1ofthe other acceptable '+

!imeliness


<> #urriculum => Planned, @une /012 and Planning managed and to 'arch implemented /014 developmentall; seFuenced teaching and learning processes to meet curriculum reFuirements and varied teaching contets>

7ualit;

Planned and Planned and Planned and implemented implemented implemented developmentall; developmentall; developmentall; seFuenced seFuenced seFuenced teaching and teaching and teaching and learning learning learning process as process as process as shoBn in '+ shoBn in '+ shoBn in '+ 1 Bith a rating 1 Bith a rating 1 Bith a rating of = of C of 9

















Efficienc;

Submitted at Submitted < Submitted / least A developmentall; developmentall; developmentall; seFuenced seFuenced seFuenced teaching and teaching and teaching and learning learning learning process as process as process as evidentl; shoBn evidentl; shoBn evidentl; shoBn in '+ 1 and in '+ 1 and in '+ 1 and supported b; supported b; supported b; an; 1 of the an; 1 of the an; 1 of the other given other given other given '+ '+ '+

!imeliness


2> Participated in @une /012 collegial to 'arch discussions that /014 use teacher and learner feedback to enrich teaching practice>

7ualit;

#onsistentl; participated in L"#s&-5Ds& meetings to discuss teacher&learner feedback to enrich instruction as shoBn in the '+ submitted

-reFuentl; participated in L"#s&-5Ds& meetings to discuss teacher&learner feedback to enrich instruction as shoBn in the '+ submitted

ccasionall; participated in L"#s&-5Ds& meetings to discuss teacher&learner feedback to enrich instruction as shoBn in the '+ submitted

Efficienc;

Participated in at least A L"#s&-5Ds& meetings as evidentl; shoBn

Participated in < L"#s&-5Ds& meetings as evidentl; shoBn in an; 1 of the

Participated in / L"#s&-5Ds& meetings as evidentl; shoBn in an; 1 of the




















4> Selected, @une /012 developed, to 'arch organiGed and /014 used appropriate teaching and learning resources, including I#!, to address learning goals>

7ualit;

Developed and used varied teaching and learning resources, including I#!, to address learning goals as shoBn in '+1Bitha rating of =

Developed and used varied teaching and learning resources, including I#!, to address learning goals as shoBn in '+1Bitha rating of C

Developed and used varied teaching and learning resources, including I#!, to address learning goals as shoBn in '+ 1 Bith a rating of 9

Efficienc;

Submitted at least A varied teaching and learning resources, including I#!, as evidentl;

Submitted < varied teaching and learning resources, including I#!, as evidentl; shoBn in '+

Submitted / varied teaching and learning resources, including I#!, as evidentl; shoBn in '+

















%asic A> 10> Designed, Education "ssessment selected, Services and Reporting organiGed and used diagnostic, formative and summative assessment strategies consistent Bith curriculum reFuirements>

@une /012 to 'arch /014

= >9 0 ?

7ualit;

Designed, selected, organiGed and used diagnostic, formative and summative assessment strategies consistent Bith curriculum reFuirements as shoBn in '+ 1 Bith a rating of =

Designed, selected, organiGed and used diagnostic, formative and summative assessment strategies consistent Bith curriculum reFuirements as shoBn in '+ 1 Bith a rating of C

Designed, selected, organiGed and used diagnostic, formative and summative assessment strategies consistent Bith curriculum reFuirements as shoBn in '+ 1 Bith a rating of 9

Efficienc;

Submitted at least A varied assessment tools as evidentl; shoBn inan;1ofthe acceptable '+

Submitted < varied assessment tools as evidentl; shoBn inan;1ofthe acceptable '+

Submitted / varied assessment tools as evidentl; shoBn in an;1ofthe acceptable '+

!imeliness


















11> 'onitored and @une /012 evaluated learner to 'arch progress and /014 achievement using learner attainment data>

7ualit;

#onsistentl; -reFuentl; ccasionall; monitored and monitored and monitored and evaluated evaluated evaluated learner progress learner progress learner progress and and and achievement achievement achievement using learner using learner using learner attainment data attainment data attainment data as shoBn in the as shoBn in the as shoBn in the '+ submitted '+ submitted '+ submitted

Efficienc;

Submitted a combination of at least A of the acceptable '+

Submitted a combination of < of the acceptable '+

Submitted a combination of / of the acceptable '+

!imeliness

Submitted '+ Bere distributed across A Fuarters

Submitted '+ Bere distributed across < Fuarters

Submitted '+ Bere distributed across / Fuarters


















1/> #ommunicated @une /012 promptl; and to 'arch clearl; the learners /014 needs, progress and achievement to ke; stakeholders, including parents&guardians>

7ualit;

#onsistentl; shoBed prompt and clear communication of the learners needs, progress and achievement to ke; stakeholders, including parents& guardians as shoBn in the '+ submitted

-reFuentl; shoBed prompt and clear communication of the learners needs, progress and achievement to ke; stakeholders, including parents& guardians as shoBn in the '+ submitted

ccasionall; shoBed prompt and clear communication of the learners needs, progress and achievement to ke; stakeholders, including parents& guardians as shoBn in the '+ submitted

Efficienc;

Submitted a combination of at least A of the acceptable '+

Submitted a combination of < of the acceptable '+

Submitted a combination of / of the acceptable '+

!imeliness

Submitted '+ Bere distributed across A Fuarters

Submitted '+ Bere distributed across < Fuarters

Submitted '+ Bere distributed across / Fuarters

















Efficienc;

Submitted at least A different kinds of acceptable '+

Submitted < different kinds of acceptable '+

!imeliness

A>900 39>000

utstanding

<>9003 A>A44

+er; Satisfactor;

/>900 3 <>A44

Satisfactor;

1>900 3 />A44

.nsatisfactor;

%eloB 1>A44

Poor

Rater

Ratee

Submitted / different kinds of acceptable '+



















tar School

arat

D REVIEW FORM (IPCRF) (ame of Rater Position Date of RevieB

! %E -ILLED .! D.RI(5 E+"L."!I(

ShoBed (o acceptable knoBledge of evidence Bas content and its shoBn integration Bithin and across sub6ect



















-acilitated using (o acceptable different teaching evidence Bas strategies that shoBn promote reading, Briting and&or numerac; skills as shoBn in '+ 1 Bith a rating of A



















.sed classroom (o acceptable management evidence Bas strategies that shoBn engage learners in activities&tasks as shoBn in '+ 1Bith a rating of A



















"pplied teacher (o acceptable management evidence Bas strategies of shoBn learner behavior that promote positive and non3violent discipline as shoBn in '+ submitted Bith a rating of A

Submitted an; 1 (o acceptable of the given evidence Bas strategies as shoBn observed in onl; 1 lesson



















Submitted an; 1 (o acceptable at least A evidence Bas lessons as shoBn observed in < lessons as observed in / lessons observed in onl; 1 lesson differentiated teaching strateg; in onl; 1 lesson as evidentl; shoBn in an; 1 of the acceptable '+





















Submitted 1 (o acceptable developmentall; evidence Bas seFuenced shoBn teaching and learning process as evidentl; shoBn in an; 1 of the given '+









































Designed, (o acceptable selected, evidence Bas organiGed and shoBn used diagnostic, formative and summative assessment strategies consistent Bith curriculum reFuirements as shoBn in '+





















Rarel; (o acceptable monitored and evidence Bas evaluated shoBn learner progress and achievement using learner attainment data as shoBn in the '+ submitted Submitted 1 acceptable '+

(o acceptable evidence Bas shoBn

Submitted an; 1 (o acceptable of the given evidence Bas





















Rarel; shoBed (o acceptable prompt and evidence Bas clear shoBn communication of the learners needs, progress and achievement to ke; stakeholders, including parents& guardians as shoBn in the '+ submitted

Submitted an; 1 (o acceptable























Submitted an; 1 (o acceptable of the evidence Bas acceptable shoBn '+























Republic of the Philippines Department of Education Region XII Division of Sultan Kudarat

Salaman Central Element























+. ,esuls of assessmen used in eaching . Ohers (*lease s"ecif and "rovide annoatons)























". anaged learner #ehavior constructively #y applying positive and non-violent discipline to ensure learningfocused environments.

. *raising he learners/4iving "ositve feedback &. e3ng house rules/guidelines . 5nsuring learners6 actve "artci"aton























curriculum re(uirements and varied teaching conte!ts.

&. 'nsructonal maerials used o im"lemen develo"menall se9uenced eaching and learning "rocess o mee curriculum re9uiremens and varied eaching cone8s. . Ohers (*lease s"ecif and "rovide annoatons)



































































































































































































































































































































































































































































































































































































Republic of the P Department of E Region X Division of Sultan

Salaman Central Ele Poblacion I, Lebak, S

PART IV: IV: DEVEL DEVELOPME OPMENT NT PLAN

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hilippines

ducation II

Kudarat

mentary School ultan Kudarat

OF THE IPCRF (IPCRF-DP)

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Republic of the Philippines Department of Education Region XII Division of Sultan Kudarat

Salaman Central Eleme Poblacion I, Lebak, Sultan Kudar

PERFORMANCE MONITORING AND

















tary School at

OACHING FORM

T1-T3, MT, AUTOMATED IPCRF With Annotation, Part 4 and Coaching Form

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