AppendixE.2 MRF MT1-4

MID-YEAR REVIEW FORM (MRF) for Master Teacher I-IV
Name of Employee: Name of Rater:

Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period:
Mid-year Review/Rating
Weight per Mid-year Review
MFOs KRAs Objectives Timeline Means of Verification Performance Rater (Teacher) Rater (Principal)
KRA Results
Target Rating Remarks Rating Remarks
Basic 1. Content 1. Modeled effective 22.5% 1. Classroom observation tool (COT) rating Quality
Education Knowledge applications of content sheet and/or inter-observer agreement form
Services and Pedagogy knowledge within and about effective applications of content
across curriculum knowledge within and across curriculum
teaching areas. teaching areas
2. Lesson plans/modified DLLs used in
demonstration teaching highlighting
integration of content knowledge within and
across subject areas
3. Instructional materials developed
highlighting effective application of content
knowledge within and across subject areas Efficiency
4. Performance tasks/test material(s) used in
integration of content knowledge within and
across subject areas
5. Results of assessment used in
demonstration teaching highlighting mastery
of lessons learned
6. Others (Please specify and provide Timeliness
annotations)
Basic 2. Collaborated with 1. Copy of the research proposal focused on Quality
Education colleagues in the conduct enriching knowledge of content and
Services and application of pedagogy
research to enrich 2. Proof of participation and/or contribution to a
knowledge of content and collaborative research (e.g. e-mail, actual Efficiency
pedagogy. output submitted, terms of reference, etc.)
3. Certified completed collaborative research
focused on enriching knowledge of content
and pedagogy
4. Proof of dissemination of research findings Timeliness
with colleagues
5. Proof of utilization of research findings
KRA Results
6. Others (Please specify and provide

annotations)
Basic 3. Developed and applied 1. Classroom observation tool (COT) rating Quality
Education effective teaching sheet and/or inter-observer agreement form
Services strategies to promote about using effective teaching strategies to
critical and creative promote critical and creative teaching, as
thinking, as well as other well as other higher-order thinking skills
higher-order thinking 2. Lesson plans/modified DLLs used in
demonstration teaching highlighting different
skills.
teaching strategies that develop critical and
creative thinking and/or other HOTS
3. Instructional materials highlighting different Efficiency
teaching strategies that develop critical and
creative thinking, and/or other HOTS
demonstration teaching
5. Results of assessment used in the
annotations)
Basic 2. Learning 4. Worked with 22.5% 1. Classroom observation tool (COT) rating Quality
Education Environment colleagues to model and sheet and/or inter-observer agreement form
Services and Diversity share effective techniques about sharing effective techniques in the
of Learners in the management of management of classroom structure
classroom structure to 2. Lesson plans/modified DLLs used in
engage learners, demonstration teaching highlighting effective
classroom management strategies that Efficiency
individually or in groups,
engage learners in activities/tasks in
in meaningful exploration,
different physical learning environments
discovery and hands-on 3. Minutes of LAC highlighting the sharing on
activities within a range of effective classroom management techniques
physical learning 4. Instructional materials used in
environments. demonstration teaching
annotations)
Timeliness
KRA Results
Basic 5. Exhibited effective and Classroom observation tool (COT) rating sheet Quality
Education constructive behavior and/or inter-observer agreement form about
Services management skills by effective teacher management of learner
applying positive and non- behavior using the following strategies:
violent discipline to 1. Providing motivation
ensure learning-focused 2. Praising the learners/Giving positive
feedback
environments.
3. Setting house rules/guidelines
4. Ensuring learners’ active participation Efficiency
5. Allowing learners to express their
ideas/opinions
6. Giving equal opportunities to learners
7. Encouraging learners to ask questions
Others (Please specify and provide annotations)
Timeliness
Basic 6. Worked with 1. Minutes of LAC session/s, highlighting one’s Quality
Education colleagues to share sharing of strategies on differentiated and
Services differentiated, developmentally appropriate opportunities to
developmentally address learners’ differences
appropriate opportunities 2. Lesson plans/modified DLLs highlighting
to address learners’ strategies on differentiated and
developmentally-appropriate opportunities to
differences in gender,
address learners’ differences
needs, strengths,
3. Corresponding instructional materials
interests and showing differentiated and developmentally- Efficiency
experiences. appropriate opportunities to address
learners’ differences
4. Others (e.g. testimonial, write-up from
colleagues of the lessons/insights gained
from the Master Teacher's sharing)
Timeliness
KRA Results
Basic 3. Curriculum 7. Developed and applied 22.5% 1. Classroom observation tool (COT) rating Quality
Education and Planning effective strategies in the sheet and/or inter-observer agreement form
Services planning and about using effective strategies in
management of implementing developmentally sequenced
developmentally teaching and learning process
sequenced teaching and 2. Results of learners’ assessment during the
actual teaching
learning processes to
3. Lesson plans/modified DLLs used in
meet curriculum Efficiency
requirements and varied developmentally sequenced teaching-
teaching contexts. learning process
4. Instructional materials showing effective
strategies in developmentally sequenced
teaching and learning process
annotations) Timeliness
8. Reviewed with 1. Implemented LAC/FGD Plan Quality
colleagues, teacher and 2. Minutes of LAC/FGD sessions on use of
learner feedback to plan, teacher and learner feedback to enrich
facilitate and enrich teaching practice with proof of attendance
teaching practice. 3. Others (Please specify and provide
annotations) Efficiency
Timeliness
Basic 9. Advised and guided 1. colleagues and critiqued on their alignment Quality
Education colleagues in the to learning goals
Services selection, organization, 2. Lesson plans by colleagues critiqued in
development and use of terms of the alignment of the teaching and
appropriate teaching and learning resources to the indicated learning
learning resources, goals and appropriateness to the target Efficiency
learners
including ICT, to address
specific learning goals.
annotations)
Timeliness
KRA Results
Basic 4. Assessment 10. Worked 1. Any proof of collaborative review if the test is Quality
Education and Reporting collaboratively with designed based on its purpose (e.g.
Services colleagues to review the diagnostic, formative and summative)
design, selection, 2. Any proof of collaborative review of the
organization and use of a alignment of the test with the curriculum
range of effective 2.1. formative test attached to a lesson plan Efficiency
2.2. summative assessment with TOS
diagnostic, formative and
2.3. diagnostic test with its TOS
summative assessment
strategies consistent with
annotations)
curriculum requirements.
Timeliness
Basic 11. Interpreted 22.5% 1. Collaborative interpretation of the index of Quality
Education collaboratively monitoring mastery obtained from 1 class
Services and evaluation strategies 2. Collaborative interpretation of item analysis
of attainment data to of quarterly examinations
support learner progress 3. Collaborative interpretation of results of
and achievement. performance assessment Efficiency
annotations)
Timeliness
Basic 12. Applied skills in the 1. Sample agreement for learners at risk Quality
Education effective communication signed by parents and corresponding
Services of learner needs, evidence of improvement
progress and
KRA Results
achievement to key 2. Record of dialogue and/or parent-teacher Efficiency

stakeholders, including conferences and corresponding evidence of
parents/guardians. improvement
3. Anecdotal record communicated to and
signed by the learners and/or parents with
corresponding evidence of improvement
4. Sample of learners' test results signed by
parents and corresponding evidence of
improvement
5. Sample of accomplished rubrics given for
performance task and corresponding
evidence of improvement
6. Attendance sheet/minutes of parent-teacher
conference
7. Signed report cards of students at risk with
corresponding evidence of improvement
8. Correspondence notebook/letters/proof of
communication using other modalities (e.g.
e-mail, SMS, etc.) and corresponding
evidence of improvement
9. Learners’ performance record
annotations)
Basic 5. Plus Factor 13. Performed various 10% 1. Served as reliever of classes in the absence Quality
Education related works/activities of teachers
Services that contribute to the 2. Served as OIC in the absence of the
teaching-learning principal
process. 3. Represented the principal in meetings and
conferences
4. Observed classes of Teachers I-III
5. Assisted the school selection committee in
the evaluation of credentials when hiring or
promoting teachers
6. Certificate of Recognition or Participation
KRA Results
7. Certificate of Training Efficiency

8. Certificate of Speakership
9. Committee involvement
10. Advisorship of Co-curricular activities
11. Book or Journal Authorship/Co-
authorship/Contributorship
12. Coordinatorship/Chairpersonship
13. Coaching and mentoring learners in
competitions
14. Mentoring pre-service/in-service teachers
annotations)
Rater Ratee Approving Authority

AppendixE.2 MRF MT1-4

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AppendixE.2 MRF MT1-4

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Available Formats

MID-YEAR REVIEW FORM (MRF) for Master Teacher I-IV

Name of Employee: Name of Rater:

6. Others (Please specify and provide

achievement to key 2. Record of dialogue and/or parent-teacher Efficiency

7. Certificate of Training Efficiency

Rater Ratee Approving Authority

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