Professional Documents
Culture Documents
Department of Education
Region VI - Western Visayas
SCHOOLS DIVISION OF ILOILO
KIRAYAN NATIONAL HIGH SCHOOL
Miagao, Iloilo
RATING FOR
OVERALL
ACCOMPLISH-
MENTS
____________________________ ________________________________ ___________________________
Rater Ratee Approving Authority
Republic of the Philippines
Department of Education
Region VI - Western Visayas
SCHOOLS DIVISION OF ILOILO
LEGANES NATIONAL HIGH SCHOOL
Leganes, Iloilo
Position Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education
Experience
Eligibility
Trainings
B. Preferred Qualifications
Education
Experience
Eligibility
Trainings
DUTIES AND RESPONSOBILITIES
1. Applies mastery of content knowledge and its application across learning areas
2. Facilitates learning using appropriate and innovative teaching strategies and classroom management practices
3. Manages an environment conducive to learning
4. Addresses learner diversity
5. Implements and supervises curricular and co-curricular programs to support learning
6. Monitors and evaluates learner progress and undertakes activities to improve learner performance
7. Maintains updated records of learners’ progress
8. Counsels and guides learners
9. Works with relevant stakeholders, both internal and external, to promote learning and improve school performance
10. Undertakes activities towards personal and professional growth
11. Does related work
Republic of the Philippines
Department of Education
Region VI - Western Visayas
SCHOOLS DIVISION OF ILOILO
LEGANES NATIONAL HIGH SCHOOL
Leganes, Iloilo
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education
Experience
Eligibility
Trainings
B. Preferred Qualifications
Education
Experience
Eligibility
Trainings
DUTIES AND RESPONSOBILITIES
1. Models exemplary practice in the application of content knowledge and pedagogy showing its integration within qnd across
learning areas
2. Conducts in-depth studies or action researchs on teaching-learning innovations
3. Works with colleagues to create learning-focused environments that promote learner responsibility and achievement
4. Assists colleagues to implement differentiated teaching strategies that are responsive to learner diversity
5. Leads in the preparation and enrichment of curriculum
6. Initiates programs and projects that can enhance the curriculum and its implementation
7. Leads colleagues in the design, evaluation, interpretation and utilizationof different types of assessment tools for the improvement
of the teaching and learning process
8. Updates parents/guardians on learners needs, progress and achievement
9. Strengthens school-community partnerships to enrich engagement of internal and external stakeholders in the educative process
10. Establishes links with colleagues through attendance and membership in professional organizations for self-growth and advancement
11. Provides technical assistance through demonstration teaching, mentoring, coaching, class monitoring and observation,
organizing/leading/serving as trainers/facilitators in teacher quality circles/learning action cells
12. Does related works
Means Of Verification (MOV) for TEACHER I - III
Major Final
Outputs (MFOs) Key Result Areas (KRAs) Objectives Means of Verification (MOV)
Major Final
Outputs (MFOs) Key Result Areas (KRAs) Objectives Means of Verification (MOV)
Major Final
Outputs (MFOs) Key Result Areas (KRAs) Objectives Means of Verification (MOV)
Major Final Key Result Areas (KRAs) Objectives Means of Verification (MOV)
Outputs (MFOs)
Major Final
Outputs (MFOs) Key Result Areas (KRAs) Objectives Means of Verification (MOV)
Major Final
Outputs (MFOs) Key Result Areas (KRAs) Objectives Means of Verification (MOV)
Major Final Key Result Areas (KRAs) Objectives Means of Verification (MOV)
Outputs (MFOs)
Major Final
Outputs (MFOs) Key Result Areas (KRAs) Objectives Means of Verification (MOV)
3. Developed and applied effective 1. Classroom observation tool (COT) rating sheet
teaching strategies to promote critical and/or inter-observer agreement form about
and creative thinking, as well a using effective teaching strategies to promote
critical and creative teaching, as well as other
higher-order thinking skills
2. Lesson plans/modified DLLs used in
demonstration 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 the
demonstration teaching
6. Others (Please specify and provide
annotations
4. Worked with colleagues to model 1. Classroom observation tool (COT) rating sheet
and share effective techniques in the and/or inter-observer agreement form about
management of classroom structure sharing effective techniques in the
to engage learners, individually or in management of classroom structure
groups, in meaningful exploration, 2. Lesson plans/modified DLLs used in
discovery and hands-on activities demonstration teaching highlighting effective
within a range of physical learning classroom management strategies that engage
environments. learners in activities/tasks in different physical
Learning Environment learning environments
and 3. Minutes of LAC highlighting the sharing on
Diversity of Learners effective classroom management techniques
4. Instructional materials used in demonstration
teaching
5. Others (Please specify and provide
annotations)
Major Final
Outputs (MFOs) Key Result Areas (KRAs) Objectives Means of Verification (MOV)
Major Final
Outputs (MFOs) Key Result Areas (KRAs) Objectives Means of Verification (MOV)
Major Final Key Result Areas (KRAs) Objectives Means of Verification (MOV)
Outputs (MFOs)
10. Worked collaboratively with 1. Any proof of collaborative review if the test is
colleagues to review the design, designed based on its purpose (e.g. diagnostic,
selection, organization and use of a formative and summative)
range of effective diagnostic, 2. Any proof of collaborative review of the
formative and summative alignment of the test with the curriculum
assessment strategies consistent 2.1. formative test attached to a lesson plan
with curriculum requirements. 2.2. summative assessment with TOS
Assessment 2.3. diagnostic test with its TOS
and 3. Others (Please specify and provide
Reporting annotations)
12. Applied skills in the effective 1. Sample agreement for learners at risk signed
communication of learner needs, by parents and corresponding evidence of
progress and achievement to key improvement
stakeholders, including 2. Record of dialogue and/or parent-teacher
parents/guardians. conferences and corresponding evidence of
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
Major Final
Outputs (MFOs) Key Result Areas (KRAs) Objectives Means of Verification (MOV)
8. Correspondence notebook/letters/proof of
communication using other modalities (e.g. email,
SMS, etc.) and corresponding evidence of
improvement
9. Learners’ performance record
10. Others (Please specify and provide
annotations
13. Performed various related 1. Served as reliever of classes in the absence of
Plus Factor works/activities that contribute to the teachers
teaching-learning process. 2. Served as OIC in the absence of the principal
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
7. Certificate of Training
8. Certificate of Speakership
9. Committee involvement
10. Advisorship of Co-curricular activities
11. Book or Journal Authorship/Coauthorship/
Contributorship
12. Coordinatorship/Chairpersonship
13. Coaching and mentoring learners in
competitions
14. Mentoring pre-service/in-service teachers
15. Others (Please specify and provide
annotations
INDICATORS for TEACHER I - III
Performance Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
1. Applied 1. Classroom observation tool (COT) rating sheet Quality Showed Showed Showed Showed No
knowledge of and/or inter-observer agreement form about knowledge of knowledge of knowledge of knowledge of acceptable
content within knowledge of content within and across content and its content and its content and its content and its evidence
and across curriculum teaching areas integration integration integration integration was shown
curriculum 2. Lesson plans/modified DLLs developed within and within and within and within and
teaching areas. highlighting integration of content knowledge across subject across subject across subject across subject
within and across subject areas areas as shown areas as shown areas as shown areas as shown
3. Instructional materials highlighting mastery in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
of content and its integration in other subject rating of 7 rating of 6 rating of 5 rating of 4
areas Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No
4. Performance tasks/test material(s) high least 4 lessons lessons using lessons using of the given acceptable
lighting integration of content knowledge using MOV 1 MOV 1 and MOV 1 and MOV evidence
within and across subject areas and supported supported by supported by was shown
5. Others (Please specify and provide by any 1 of the any 1 of the any 1 of the
annotations) other given other given other given
MOV MOV MOV
Timeliness
2. Used a range 1. Classroom observation tool (COT) rating Quality Facilitated using Facilitated using Facilitated using Facilitated using No
of teaching sheet and/or inter-observer agreement form different different different different acceptable
strategies that about teaching strategies that enhance learner teaching teaching teaching teaching evidence
enhance learner achievement in literacy and numeracy skills strategies that strategies that strategies that strategies that was shown
achievement 2. Lesson plans/modified DLLs used in teaching promote promote promote promote
in literacy and highlighting learner-centered strategies that reading, writing reading, writing reading, writing reading, writing
numeracy skills. promote literacy and/or numeracy skills and/or and/or and/or and/or
3. Instructional materials highlighting learner numeracy skills numeracy skills numeracy skills numeracy skills
centered strategies that promote literacy as shown in as shown in as shown in as shown in
and/or numeracy skills MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4
Performance Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
4. Performance tasks/test material(s) used in Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
teaching least 4 learner learner learner learner acceptable
5. Results of assessment used in teaching centered centered centered centered evidence
6. Others (Please specify and provide lessons as lessons as lessons as lesson was shown
annotations) evidently evidently evidently as evidently
shown shown shown
in MOV 1 and in MOV 1 and in MOV 1 and shown in any of
supported by supported by supported by the given MOV
any 1 of the any 1 of the any 1 of the
other MOV other MOV other MOV
given given given
Timeliness
3. Applied a 1. Classroom observation tool (COT) rating Quality Used different Used different Used different Used different No
range of teaching sheet and/or inter-observer agreement form teaching teaching teaching teaching acceptable
strategies to about teaching strategies to develop critical strategies that strategies that strategies that strategies that evidence
develop critical and creative thinking, as well as other higher develop critical develop critical develop critical develop critical was shown
and creative order thinking skills and creative and creative and creative and creative
thinking, as 2. Lesson plans/modified DLLs used in teaching thinking and/or thinking and/or thinking and/or thinking and/or
well as other highlighting different teaching strategies that other HOTS as other HOTS as other HOTS as other HOTS as
higher-order develop critical and creative thinking and/or shown in MOV shown in MOV shown in MOV shown in MOV
thinking skills. other HOTS 1 with a rating 1 with a rating 1 with a rating 1 with a rating
3. Instructional materials highlighting different of 7 of 6 of 5 of 4
teaching strategies that develop critical and Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
creative thinking and/or other HOTS least 4 lessons lessons as lessons as lesson as acceptable
4. Performance tasks/test material(s) used in as evidenced by evidenced by evidenced by evidenced by evidence
demonstration teaching MOV 1 and MOV 1 and MOV 1 and any 1 of the was shown
5. Results of assessment used in teaching supported by supported by supported by given MOV
6. Others (Please specify and provide any 1 of the any 1 of the any 1 of the
annotations) other given other given other given
MOV MOV MOV
Timeliness
Performance Indicators
Objectives Means of Verification (MOV) Outstanding Very Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
4. Managed 1. Classroom observation tool (COT) rating Quality Used classroom Used classroom Used classroom Used classroom No
classroom sheet and/or inter-observer agreement form management management management management acceptable
structure to about managing classroom structure that strategies that strategies that strategies that strategies that evidence
engage learners, engages learners in various activities engage learners engage learners engage learners engage learners was shown
individually 2. Lesson plans/modified DLLs highlighting in in in in
or in groups, various classroom management strategies activities/tasks activities/tasks activities/tasks activities/tasks
in meaningful that engage learners in activities/tasks in as shown in as shown in as shown in as shown in
exploration, different physical learning environments MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
discovery and 3. Others (Please specify and provide rating of 7 rating of 6 rating of 5 rating of 4
hands-on annotations) Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
activities least 4 lessons lessons lessons lesson acceptable
within a range supported by supported by supported by supported by evidence
of physical MOV 1 and any MOV 1 and any MOV 1 and any any of the was shown
learning 1 of the other 1 of the other 1 of the other acceptable
environments. acceptable acceptable acceptable MOV
MOV MOV MOV
Timeliness
5. Managed Classroom observation tool (COT) rating sheet Quality Applied teacher Applied teacher Applied teacher Applied teacher No
learner behavior and/or inter-observer agreement form about management management management management acceptable
constructively teacher management of learner behavior using strategies of strategies of strategies of strategies of evidence
by applying the following strategies: learner behavior learner behavior learner behavior learner behavior was shown
positive 1. Providing motivation that promote that promote that promote that promote
and non-violent 2. Praising the learners/Giving positive feedback positive and positive and positive and positive and
discipline 3. Setting house rules/guidelines non-violent non-violent non-violent non-violent
to ensure 4. Ensuring learners’ active participation discipline as discipline as discipline as discipline as
learning-focused 5. Allowing learners to express their shown in MOV shown in MOV shown in MOV shown in MOV
environments ideas/opinions submitted with a submitted with a submitted with a submitted with a
6. Giving equal opportunities to learners rating of 7 rating of 6 rating of 5 rating of 4
Performance Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
7. Encouraging learners to ask questions Efficiency Submitted at Submitted at Submitted at Submitted any 1 No
8. Others (Please specify and provide least 4 of the least 4 of the least 4 of the of the given acceptable
annotations) given strategies given strategies given strategies strategies as evidence
as observed in as observed in as observed in observed in only was shown
at least 4 3 lessons 2 lessons 1 lesson
lessons
Timeliness
6. Used 1. Classroom observation tool (COT) rating Quality Applied Applied Applied Applied No
differentiated, sheet and/or inter-observer agreement form differentiated differentiated differentiated differentiated acceptable
developmentally about using differentiated, developmentally teaching teaching teaching teaching evidence
appropriate appropriate learning experiences strategies to strategies to strategies to strategies to shown
learning 2. Lesson plans/modified DLLs developed address learner address learner address learner address learner
experiences highlighting differentiation in content, product, diversity as diversity as diversity as diversity as
to address process, learning environment or others shown in MOV shown in MOV shown in MOV shown in MOV
learners’ according to learners’ gender, needs, 1 with a rating 1 with a rating 1 with a rating 1 with a rating
gender, needs, strengths, interests and experiences of 7 of 6 of 5 of 4
strengths, 3. Instructional materials developed highlighting Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No
interests and differentiation in content, product, process, least 4 differentiated differentiated differentiated acceptable
experiences. learning environment or others according to differentiated teaching teaching teaching evidence
learners’ gender, needs, strengths, interests teaching strategies in at strategies in 2 strategy in only shown
and experiences strategies in at least 2 lessons lessons as 1 lesson as
4. Others (Please specify and provide least 2 lessons as evidenced by evidenced by evidently shown
annotations) as evidenced by MOV 1 and MOV 1 and in any 1 of the
MOV 1 and supported by supported by acceptable
supported by any 1 of the any 1 of the MOV
any 1 of the other other
other acceptable acceptable
acceptable MOV MOV
MOV
Timeliness
Performance Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
7. Planned, 1. Classroom observation tool (COT) rating Quality Planned and Planned and Planned and Planned and No
managed and sheet and/or inter-observer agreement form implemented implemented implemented implemented acceptable
implemented about using developmentally sequenced developmentally developmentally developmentally developmentally evidence
developmentally teaching and learning process sequenced sequenced sequenced sequenced was shown
sequenced 2. Lesson plans/modified DLLs highlighting teaching and teaching and teaching and teaching and
teaching developmentally sequenced instruction that learning learning learning learning
and learning meet curriculum goals and varied teaching process as process as process as process as
processes to contexts shown in MOV shown in MOV shown in MOV shown in MOV
meet curriculum 3. Instructional materials used to implement 1 with a rating 1 with a rating 1 with a rating 1 with a rating
requirements developmentally sequenced teaching and of 7 of 6 of 5 of 4
and varied learning process to meet curriculum
teaching contexts. requirements and varied teaching contexts
4. Others (Please specify and provide Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
annotations) least 4 developmentally developmentally developmentally acceptable
developmentally sequenced sequenced sequenced evidence
sequenced teaching and teaching and teaching and shown
teaching and learning learning learning
learning process as process as process as
process as evidently shown evidently shown evidently shown
evidently shown in MOV 1 and in MOV 1 and in any 1 of the
in MOV 1 and supported by supported by given MOV
supported by any 1 of the any 1 of the
any 1 of the other given other given
other given MOV MOV
MOV
Timeliness
Performance Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
8. Participated 1. Personal notes of teachers on Quality Consistently Frequently Occasionally Rarely No
in collegial LACs/FGDs/meetings with proof of attendance participated in participated in participated in participated in acceptable
discussions that 2. Minutes of LAC/FGD sessions on use of LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ evidence
use teacher and teacher and learner feedback to enrich meetings to meetings to meetings to meeting to was shown
learner feedback teaching practice with proof of attendance discuss discuss discuss discuss
to enrich teaching 3. Others (Please specify and provide teacher/learner teacher/learner teacher/learner teacher/learner
practice. annotations) feedback to feedback to feedback to feedback to
enrich enrich enrich enrich
instruction as instruction as instruction as instruction as
shown in the shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
Efficiency Participated in Participated in 3 Participated in 2 Participated in 1 No
at least 4 LACs/FGDs/ LACs/FGDs/ LAC/FGD/ acceptable
LACs/FGDs/ meetings as meetings as meeting as evidence
meetings as evidently shown evidently shown evidently shown was shown
evidently shown in any 1 of the in any 1 of the in any 1 of the
in any 1 of the given MOV given MOV given MOV
given MOV
Timeliness
9. Selected, 1. Classroom observation tool (COT) rating sheet Quality Developed and Developed and Developed and Developed and No
developed, and/or inter-observer agreement form about used varied used varied used varied used varied acceptable
organized using appropriate teaching and learning teaching and teaching and teaching and teaching and evidence
and used resources, including ICT learning learning learning learning was shown
appropriate Examples: resources, resources, resources, resources,
teaching and • Activity sheets/task sheets/work sheets including ICT, to including ICT, to including ICT, to including ICT, to
learning • PowerPoint presentations address address address address
resources, • Video clips learning goals learning goals learning goals learning goals
including ICT, • Module as shown in as shown in as shown in as shown in
to address • SIMs-Strategic Intervention Materials MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
learning goals. • Others rating of 7 rating of 6 rating of 5 rating of 4
Performance Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
2. Lesson plans/modified DLLs with appropriate Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
instructional materials appended least 4 varied varied teaching varied teaching teaching and acceptable
3. Others (Please specify and provide teaching and and learning and learning learning evidence
annotations learning resources, resources, resource, was shown
resources, including ICT, including ICT, including ICT,
including ICT, as evidently as evidently as evidently
as evidently shown in MOV shown in MOV shown in any of
shown in MOV 1 and supported 1 and supported the acceptable
1 and supported by any 1 of the by any 1 of the MOV
by any 1 of the acceptable acceptable
acceptable MOV MOV
MOV
Timeliness
10. Designed, 1. Classroom observation tool (COT) rating Quality Designed, Designed, Designed, Designed, No
selected, sheet and/or inter-observer agreement form selected, selected, selected, selected, acceptable
organized about using diagnostic, formative and organized and organized and organized and organized and evidence
and used summative assessment strategies used diagnostic, used diagnostic, used diagnostic, used diagnostic, was shown
diagnostic, 2. Prepared lesson plans/modified DLLs formative and formative and formative and formative and
formative and highlighting appropriate use of formative summative summative summative summative
summative assessment strategies assessment assessment assessment assessment
assessment 3. Developed diagnostic tests: (a) with TOS strategies strategies strategies strategies
strategies reviewed by superior; (b) with sample consistent with consistent with consistent with consistent with
consistent with accomplished questionnaire/answer sheets curriculum curriculum curriculum curriculum
curriculum 4. Developed summative tests: (a) with TOS requirements as requirements as requirements as requirements as
requirements. reviewed by superior; (b) with sample shown in MOV shown in MOV shown in MOV shown in MOV
accomplished questionnaire/answer sheets 1 with a rating 1 with a rating 1 with a rating 1 with a rating
5. Developed performance tasks: (a) with rubrics of 7 of 6 of 5 of 4
reviewed by superior; (b) with sample Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
accomplished rubrics least 4 varied varied varied assessment tool acceptable
5. Others (Please specify and provide assessment assessment assessment as evidently evidence
annotations) tools as tools as tools as shown in any of was shown
evidently shown evidently shown evidently shown the acceptable
in any 1 of the in any 1 of the in any 1 of the MOV
acceptable acceptable acceptable
MOV MOV MOV
Timeliness
Performance Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
11. Monitored 1. Compilation of a learner’s written work with Quality Consistently Frequently Occasionally Rarely No
and evaluated summary of results and with signature of monitored and monitored and monitored and monitored and acceptable
learner parents evaluated evaluated evaluated evaluated evidence
progress and 2. Formative/summative assessment tools with learner progress learner progress learner progress learner progress was shown
achievement TOS and frequency of errors with identified and and and and
using learner least mastered skills achievement achievement achievement achievement
attainment data. 3. Class records/grading sheets using learner using learner using learner using learner
4. Lesson plans/modified DLLs showing index of attainment data attainment data attainment data attainment data
mastery as shown in the as shown in the as shown in the as shown in the
5. Others (Please specify and provide MOV submitted MOV submitted MOV submitted MOV submitted
annotations) Efficiency Submitted a Submitted a Submitted a Submitted 1
combination of combination of combination of acceptable
at least 4 of the 3 of the 2 of the MOV
acceptable acceptable acceptable
MOV MOV MOV
Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
were distributed were distributed were distributed was completed acceptable
across 4 across 3 across 2 in only 1 quarter evidence
quarters quarters quarters was shown
12. Communicated 1. At least 3 samples of corrected test papers of Quality Consistently Frequently Occasionally Rarely showed No
promptly and the same 3 learners in the same learning area showed prompt showed prompt showed prompt prompt and acceptable
clearly the with parents’ or guardians’ signature and date and clear and clear and clear clear evidence
learners’ needs, of receipt communication communication communication communication was shown
progress and 2. Minutes of PTA meetings or Parent-Teacher of the learners’ of the learners’ of the learners’ of the learners’
achievement to conferences in all quarters with proof of needs, progress needs, progress needs, progress needs, progress
key stakeholders, parent’s/guardian’s attendance and and and and
including 3. Report cards with parent’s or guardian’s achievement to achievement to achievement to achievement to
parents/ signature in all quarters supported by minutes key key key key
guardians. of meeting stakeholders, stakeholders, stakeholders, stakeholders,
4. Communication with parents/guardians using including including including including
various modalities parents/ parents/ parents/ parents/
5. Anecdotal record showing entries per quarter guardians as guardians as guardians as guardians as
6. Other documents showing learner needs, shown in the shown in the shown in the shown in the
progress and achievement submitted to other MOV submitted MOV submitted MOV submitted MOV submitted
Performance Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
stakeholders Efficiency Submitted a Submitted a Submitted a Submitted any 1 No
combination of combination of combination of of the given acceptable
at least 4 of the 3 of the 2 of the MOV evidence
acceptable acceptable acceptable was shown
MOV MOV MOV
Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
were distributed were distributed were distributed was completed acceptable
across 4 across 3 across 2 in only 1 quarter evidence
quarters quarters quarters was shown
13. Performed 1. Certificate of Recognition or Participation Quality Consistently Frequently Occasionally Rarely No
various related 2. Certificate of Training performed performed performed performed acceptable
works/activities 3. Certificate of Speakership various related various related various related various related evidence
that contribute 4. Committee involvement work/activities work/activities work/activities work/activities was shown
to the teaching 5. Advisorship of Co-curricular activities that contribute that contribute that contribute that contribute
learning process. 6. Book or Journal Authorship/Coauthorship/ to the teaching to the teaching to the teaching to the teaching
Contributorship learning learning learning learning
7. Coordinatorship/Chairpersonship process as process as process as process as
8. Coaching and mentoring learners in shown in the shown in the shown in the shown in the
competitions MOV submitted MOV submitted MOV submitted MOV submitted
9. Mentoring pre-service/in-service teachers Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No
10. Others (Please specify and provide least 4 different different kinds different kinds of the acceptable
annotations) kinds of of acceptable of acceptable acceptable evidence
acceptable MOV MOV MOV was shown
MOV
Timeliness
INDICATORS for MASTER TEACHER I - IV
Performance Indicators
Objectives Means of Verification (MOV) Outstanding Very Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
1. Modeled effective 1. Classroom observation tool Quality Modeled Modeled Modeled Modeled No
applications of content (COT) rating sheet and/or interobserver effective effective effective effective acceptable
knowledge within and agreement form about applications of applications of applications applications of evidence
across curriculum effective applications of content content content of content content was shown
teaching areas. knowledge within and across knowledge knowledge knowledge knowledge
curriculum teaching areas within and within and within and within and
2. Lesson plans/modified DLLs used across across across across
in demonstration teaching curriculum curriculum curriculum curriculum
highlighting integration of content teaching areas teaching teaching teaching areas
knowledge within and across as shown in areas as areas as as shown in
subject areas MOV 1 with a shown in shown in MOV 1 with a
3. Instructional materials developed rating of 8 MOV 1 with a MOV 1 with a rating of 5
highlighting effective application rating of 7 rating of 6
of content knowledge within and Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
across subject areas least 4 lessons lessons as lessons as lesson as acceptable
4. Performance tasks/test as evidenced evidenced by evidenced by evidenced by evidence
material(s) used in demonstration by MOV 1 and MOV 1 from MOV 1 from MOV 1 from was shown
teaching highlighting integration supported by colleagues colleagues colleagues and
of content knowledge within and any 1 of the and supported and supported by
across subject areas other MOV by any 1 of supported by any 1 of the
5. Results of assessment used in given the other any 1 of the other MOV
demonstration teaching MOV given other MOV given
highlighting mastery of lessons given
learned
6. Others (Please specify and
provide annotation Timeliness
Performance Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
2. Collaborated with 1. Copy of the research proposal Quality Conducted, Conducted Conducted Proposed No
colleagues in the focused on enriching knowledge completed and and action action research acceptable
conduct and of content and pedagogy disseminated completed research with with colleagues evidence
application of research 2. Proof of participation and/or action action colleagues was shown
to enrich knowledge of contribution to a collaborative research with research with
content and research (e.g. e-mail, actual colleagues colleagues
pedagogy. output submitted, terms of
reference, etc.)
3. Certified completed collaborative Efficiency Submitted at Submitted any Submitted Submitted any
research focused on enriching least 4 of the 3 of the any 2 MOV 1 MOV
knowledge of content and given MOV acceptable
pedagogy MOV
4. Proof of dissemination of
research findings with colleagues Timeliness Presented the Completed Conducted Proposed the No
5. Proof of utilization of research research the research the research research report acceptable
findings report within report within report within within the evidence
6. Others (Please specify and the rating the rating the rating rating period was shown
provide annotations) period period period
3. Developed and 1. Classroom observation tool Quality Demonstrated Demonstrated Demonstrated Demonstrated No
applied effective (COT) rating sheet and/or inter effective effective effective effective acceptable
teaching strategies to observer agreement form about teaching teaching teaching teaching evidence
promote critical and using effective teaching strategies to strategies to strategies to strategies to was shown
creative thinking, as strategies to promote critical and promote promote promote promote critical
well as other higher creative teaching, as well as critical and critical and critical and and creative
order thinking skills. other higher-order thinking skills creative creative creative thinking, as
2. Lesson plans/modified DLLs used thinking, as thinking, as thinking, as well as other
in demonstration teaching well as other well as other well as other higher-order
highlighting different teaching higher-order higher-order higher-order thinking skills
strategies that develop critical thinking skills thinking skills thinking skills as shown in
and creative thinking and/or other as shown in as shown in as shown in MOV 1 with a
HOTS MOV 1 with a MOV 1 with a MOV 1 with a rating of 5
3. Instructional materials rating of 8 rating of 7 rating of 6
highlighting different teaching
Performance Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
strategies that develop critical Efficiency Submitted 4 or Submitted 3 Submitted 2 Submitted 1 No
and creative thinking and/or other more lessons lessons as lessons as lesson as acceptable
HOTS as evidently evidently evidently evidently evidence
4. Performance tasks/test shown in MOV shown in shown in shown in MOV was shown
material(s) used in demonstration 1 and MOV 1 and MOV 1 and 1 and
teaching supported by supported by supported by supported by
5. Results of assessment used in any 1 of the any 1 of the any 1 of the any of the other
the demonstration teaching other MOV other MOV other MOV MOV given
6. Others (Please specify and given given given
provide annotations) Timeliness
4. Worked with 1. Classroom observation tool Quality Modeled and Modeled and Modeled and Modeled and No
colleagues to model (COT) rating sheet and/or interobserver shared shared shared shared acceptable
and share effective agreement form about effective effective effective effective evidence
techniques in the sharing effective techniques in classroom classroom classroom classroom was shown
management of the management of classroom management management management management
classroom structure to structure strategies that strategies that strategies that strategies that
engage learners, 2. Lesson plans/modified DLLs used engage engage engage engage
individually or in in demonstration teaching learners in learners in learners in learners in
groups, in meaningful highlighting effective classroom activities/ tasks activities/ activities/ activities/ tasks
exploration, discovery management strategies that done in tasks done in tasks done in done in
and hands-on engage learners in activities/tasks different different different different
activities within a in different physical learning physical physical physical physical
range of physical environments learning learning learning learning
learning environments 3. Minutes of LAC highlighting the environments environments environments environments
sharing on effective classroom as shown in as shown in as shown in as shown in
management techniques MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
4. Instructional materials used in rating of 8 rating of 7 rating of 6 rating of 5
demonstration teaching Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
5. Others (Please specify and least 4 lessons lessons lessons 1 of the acceptable
provide annotations) supported by supported by supported by acceptable evidence
MOV 1 and MOV 1 and MOV 1 and MOV was shown
Performance Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
any 1 of the any 1 of the any 1 of the
other other other
acceptable acceptable acceptable
MOV MOV MOV
Timeliness
5. Exhibited effective Classroom observation tool (COT) Quality Exhibited Exhibited Exhibited Exhibited No
and constructive rating sheet and/or inter-observer effective and effective and effective and effective and acceptable
behavior management agreement form about effective constructive constructive constructive constructive evidence
skills by applying teacher management of learner behavior behavior behavior behavior shown
positive and nonviolent behavior using the following management management management management
discipline to strategies: skills by skills by skills by skills by
ensure learningfocused 1. Providing motivation applying applying applying applying
environments 2. Praising the learners/Giving positive and positive and positive and positive and
positive feedback non-violent non-violent non-violent non-violent
3. Setting house rules/guidelines discipline to discipline to discipline to discipline to
4. Ensuring learners’ active ensure ensure ensure ensure
participation learningfocused learningfocused learningfocused learningfocused
5. Allowing learners to express their environments environments environments environments
ideas/opinions shown in MOV shown in shown in shown in MOV
6. Giving equal opportunities to 1 with a rating MOV 1 with a MOV 1 with a 1 with a rating
learners of 8 rating of 7 rating of 6 of 5
7. Encouraging learners to ask Efficiency Applied at Applied at Applied at Applied any of No
questions least 7 of the least 7 of the least 7 of the the given acceptable
8. Others (Please specify and given given given strategies as evidence
provide annotations) strategies as strategies as strategies as observed in shown
observed in at observed in 3 observed in 2 only 1 lesson
least 4 lessons lessons lessons
Timeliness
Performance Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
6. Worked with 1. Minutes of LAC session/s, Quality Worked with Worked with Worked with Worked with No
colleagues to share highlighting one’s sharing of colleagues at colleagues in colleagues in colleagues but acceptable
differentiated, strategies on differentiated and least in the the school the no evidence of evidence
developmentally developmentally-appropriate district/cluster level to share department or sharing with shown
appropriate opportunities to address learners’ level to share lesson grade level to others
opportunities to differences lesson share lesson
address learners’ 2. Lesson plans/modified DLLs
differences in gender, highlighting strategies on
needs, strengths, differentiated and
interests and developmentally-appropriate Efficiency Submitted at Submitted at Submitted at Submitted at No
experiences. opportunities to address learners’ least 1 lesson least 1 lesson least 1 lesson least 1 lesson, acceptable
differences as evidently as evidently as evidently as evidenced evidence
3. Corresponding instructional shown in MOV shown in shown in by either MOV shown
materials showing differentiated 1 and MOV 1 and MOV 1 and 2 or 3 but no
and developmentally appropriate supported by supported by supported by evidence of
opportunities to address learners’ any any any sharing with
differences acceptable acceptable acceptable others
4. Others (e.g. testimonial, write-up MOV MOV MOV
from colleagues of the
lessons/insights gained from the
Master Teacher's sharing) Timeliness
Performance Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
7. Developed and 1. Classroom observation tool (COT) Quality Developed Developed Developed Developed No
applied effective rating sheet and/or inter-observer and applied and applied and applied and applied acceptable
strategies in the agreement form about using effective effective effective effective evidence
planning and effective strategies in strategies strategies strategies strategies was shown
management of implementing developmentally showing showing showing showing
developmentally sequenced teaching and learning developmentall developmenta developmenta developmentall
sequenced teaching process y- sequenced lly- sequenced lly-sequenced y- sequenced
and learning 2. Results of learners’ assessment teaching and teaching and teaching and teaching and
processes to meet during the actual teaching learning learning learning learning
curriculum 3. Lesson plans/modified DLLs used process as process as process as process as
requirements and in demonstration teaching shown in MOV shown in shown in shown in MOV
varied teaching highlighting developmentally 1 with a rating MOV 1 with a MOV 1 with a 1 with a rating
contexts. sequenced teaching-learning of 8 rating of 7 rating of 6 of 5
process
4. Instructional materials showing
effective strategies in Efficiency Submitted at Submitted 2-3 Submitted 1 Submitted 1 No
developmentally sequenced least 4 lessons lessons as lesson as lesson as acceptable
teaching and learning process as evidenced evidenced by evidenced by evidenced by evidence
5. Performance tasks/test by MOV 1 and MOV 1 and 2 shown in any 1 of the was shown
material(s) used in demonstration 2 and and supported MOV 1 and/or acceptable
teaching supported by by any 1 of 2 and MOV
6. Others (Please specify and any 1 of the the other supported by
provide annotations) other acceptable any 1 of the
acceptable MOV other
MOV acceptable
MOV
Timeliness
Performance Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
8. Reviewed with 1. Implemented LAC/FGD Plan Quality Consistently Frequently led Occasionally Rarely led No
colleagues, teacher 2. Minutes of LAC/FGD sessions on led collaborative led collaborative acceptable
and learner feedback use of teacher and learner collaborative reviews of collaborative reviews of evidence
to plan, facilitate and feedback to enrich teaching reviews of teacher and reviews of teacher and was shown
enrich teaching practice with proof of attendance teacher and learner teacher and learner
practice. 3. Others (Please specify and learner feedback as learner feedback as
provide annotations) feedback as evidenced by feedback as evidenced by
evidenced by the MOV evidenced by the MOV
the MOV submitted the MOV submitted
submitted submitted
Timeliness
Performance Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
9. Advised and guided 1. Teaching and learning resources Quality Consistently Frequently Occasionally Rarely advised No
colleagues in the developed by colleagues and advised advised advised colleagues in acceptable
selection, critiqued on their alignment to colleagues in colleagues in colleagues in the selection, evidence
organization, learning goals the selection, the selection, the selection, organization, was shown
development and use 2. Lesson plans by colleagues organization, organization, organization, development
of appropriate critiqued in terms of the alignment development development development and appropriate
teaching and learning of the teaching and learning and and and use of teaching
resources, including resources to the indicated appropriate appropriate appropriate and learning
ICT, to address learning goals and use of use of use of resources as
specific learning goals. appropriateness to the target teaching and teaching and teaching and shown in the
learners learning learning learning MOV submitted
3. Others (Please specify and resources as resources as resources as
provide annotations) shown in the shown in the shown in the
MOV MOV MOV
submitted submitted submitted
Timeliness
Performance Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
10. Worked 1. Any proof of collaborative review Quality Consistently Frequently Occasionally Rarely No
collaboratively with if the test is designed based on reviewed reviewed reviewed reviewed acceptable
colleagues to review its purpose (e.g. diagnostic, collaboratively collaboratively collaborativel collaboratively evidence
the design, selection, formative and summative) assessment assessment y assessment assessment was shown
organization and use 2. Any proof of collaborative review tools with tools with tools with tools with
of a range of effective of the alignment of the test with colleagues as colleagues as colleagues as colleagues as
diagnostic, formative the curriculum shown in the shown in the shown in the shown in the
and summative 2.1. formative test attached to a MOV MOV MOV MOV submitted
assessment strategies lesson plan submitted submitted submitted
consistent with 2.2. summative assessment with
curriculum TOS
requirements. 2.3. diagnostic test with its TOS
3. Others (Please specify and Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
provide annotations) least 4 assessment assessment assessment acceptable
assessment tools as tools as tool as evidence
tools as evidently evidently evidently was shown
evidently shown in any shown in any shown in any of
shown in any of the of the the acceptable
of the acceptable acceptable MOV
acceptable MOV MOV
MOV
Timeliness
Performance Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
11. Interpreted 1. Collaborative interpretation of the Quality Consistently Frequently Occasionally Rarely No
collaboratively index of mastery obtained from 1 collaborated collaborated collaborated collaborated acceptable
monitoring and class with with with with colleagues evidence
evaluation strategies 2. Collaborative interpretation of colleagues in colleagues in colleagues in in the was shown
of attainment data to item analysis of quarterly the the the interpretation of
support learner examinations interpretation interpretation interpretation assessment
progress and 3. Collaborative interpretation of of assessment of assessment of data as shown
achievement. results of performance data as shown data as shown assessment in the MOV
assessment in the MOV in the MOV data as submitted
4. Others (Please specify and submitted submitted shown in the
provide annotations) MOV
submitted
Efficiency Submitted at Submitted at Submitted at Submitted any No
least 2 least 3 of the least 2 of the 1 of the MOV acceptable
different types same kind of same kind of evidence
of MOV MOV MOV was shown
Timeliness
Performance Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
12. Applied skills in 1. Sample agreement for learners at Quality Consistently Frequently Occasionally Rarely applied No
the effective risk signed by parents and applied skills in applied skills applied skills skills in the acceptable
communication of corresponding evidence of the effective in the effective in the effective evidence
learner needs, improvement communication communicatio effective communication was shown
progress and 2. Record of dialogue and/or of learner n of learner communicatio of learner
achievement to key parentteacher conferences and needs and needs and n of learner needs and
stakeholders, corresponding evidence of progress to progress to needs and progress to
including improvement parents/ parents/ progress to parents/
parents/guardians. 3. Anecdotal record communicated guardians as guardians as parents/ guardians as
to and signed by the learners shown in the shown in the guardians as shown in the
and/or parents with corresponding MOV MOV shown in the MOV submitted
evidence of improvement submitted submitted MOV
4. Sample of learners’ test results submitted
signed by parents and
corresponding evidence of
improvement
5. Sample of accomplished rubrics
given for performance task and
corresponding evidence of Efficiency Submitted at Submitted any Submitted Submitted any No
improvement least 3 of the 3 MOV any 2 MOV 1 MOV acceptable
6. Attendance sheet/minutes of acceptable evidence
parent-teacher conference MOV was shown
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
Others (Please specify and
provide annotations Timeliness