Region I

DIVISION OF CITY SCHOOLS

Alaminos City, Pangasinan
CLUSTER II
SAN VICENTE ELEMENTARY NASCHOOL
ME
DA
INDIVIDUAL PERFORMANCE COMMITMENTOF
TE
RA
AND REVIEW FORM (IPCRF)
PO
OF
TE
SITI
NAME OF EMPLOYEE: KRISTOFFER A. RIVERA RE
R: PABLO R. SOMERA JR.
ON:
VIE
POSITION: Teacher III W: Master Teacher I
OFFICE/DIVISION: SAN VICENTE ELEMENTARY SCHOOL/ALAMINOS CITY DIVISION October, 2018
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
PERFORMANCE INDICATORS ACTUAL RESULTS
MFO KRAs OBJECTIVES TIMELINE WEIGHT RATING SCORE
QUALITY EFFICIENCY TIMELINESS Q E T AVE

Showed knowledge of content and its Sumitted at least 4 lessons using MOV Submitted MOV were distributed
1. Applied knowledge of June, 2018- integration within and across subject 1 and supported by any 1 of the other across 4 quarters
content within and across March, 2019 7.50% areas as shown in 91-100% of the MOV given MOV

5
Content curriculum teaching areas. submitted.
Knowledge
and Showed knowledge of content and its Sumitted 3 lessons as evidenced by Submitted MOV were distributed
Pedagogy
integration within and across subject MOV 1 and supported by any 1 of the across 3 quarters
areas as shown in 81-90% of the MOV other MOV given

4
submitted.
Showed knowledge of content and its Sumitted 2 lessons as evidenced by Submitted MOV were distributed
integration within and across subject MOV 1 and supported by any 1 of the across 2 quarters
areas as shown in 70-80% of the MOV other MOV given
3
submitted.

Showed knowledge of content and its Sumitted 1 lessons as evidenced by Submitted MOV were distributed
integration within and across subject MOV 1 and supported by any 1 of the across 1 quarters
areas as shown in less 70% of the MOV other MOV given
2

submitted.

No acceptable evidence was shown No acceptable evidence was shown No acceptable evidence was
shown
1

2. Used a range of teaching
strategies that enhance learner
achievement in literacy and
Facilitated using different teaching
strategies that promote reading, writing
June, 2018-
March, 2019 7.50% and/or numeracy skills as shown in 91-
5
Submitted at least 4 learner-centered Submitted MOV were distributed
lessons as evidently shown in MOV 1 across 4 quarters
and supported by any 1 of the other

numeracy skills.
100% of the MOV submitted MOV given.

Facilitated using different teaching Submitted at least 3 learner-centered Submitted MOV were distributed
strategies that promote reading, writing lessons as evidently shown in MOV 1 across 3 quarters
and/or numeracy skills as shown in 81- and supported by any 1 of the other
4

90% of the MOV submitted MOV given.


MFO KRAs OBJECTIVES
3. Applied a range of teaching
strategies to develop critical
and creative thinking as well as June, 2018- 7.50%
other higher- order thinking
skills .
4. Managed classroom
structure to engage learners,
Learning individually or in groups, in
Environment meaningful exploration,
and Diversity discovery and hands-on
of Learners activities within a range of
physical learning environments.
PERFORMANCE INDICATORS ACTUAL RESULTS
TIMELINE WEIGHT RATING SCORE
QUALITY EFFICIENCY TIMELINESS Q E T AVE
Facilitated using different teaching Submitted at least 2 learner-centered Submitted MOV were distributed
strategies that promote reading, writing lessons as evidently shown in MOV 1 across 2 quarters
and/or numeracy skills as shown in 70- and supported by any 1 of the other
3
80% of the MOV submitted MOV given.
Facilitated using different teaching Submitted at least 2 learner-centered Submitted MOV were distributed
strategies that promote reading, writing lessons as evidently shown in MOV 1 across 1 quarters
and/or numeracy skills as shown in 70- and supported by any 1 of the other
2
80% of the MOV submitted MOV given.
No acceptable evidence was shown No acceptable evidence was shown No acceptable evidence was
1
shown
Used defferent teaching strategies that Submitted at least 4 lessons as Submitted MOV were distributed
develop critical and creative thinking evidenced by MOV 1 and supported by across 4 quarters
and/or other HOTS as shown 91-100% any 1 of the other given MOV.
March, 2019
5
of the MOV submitted.
Used defferent teaching strategies that Submitted at least 3 lessons as Submitted MOV were distributed
develop critical and creative thinking evidenced by MOV 1 and supported by across 3 quarters
and/or other HOTS as shown 81-90% of any 1 of the other given MOV
4
the MOV submitted.
Used defferent teaching strategies that Submitted at least 2 lessons as Submitted MOV were distributed
develop critical and creative thinking evidenced by MOV 1 and supported by across 2 quarters
and/or other HOTS as shown 70-80% of any 1 of the other given MOV
3
the MOV submitted.
Used defferent teaching strategies that Submitted 1 lesson as evidenced by Submitted MOV were distributed
develop critical and creative thinking the any 1 of the given MOV. across 1 quarters
and/or other HOTS as shown less than
2
70% of the MOV submitted.
No acceptable evidence was shown No acceptable evidence was shown No acceptable evidence was
shown
1
Submitted at least 4 lessons as Submitted MOV were distributed
Used classroom management strategies evidenced by MOV 1 and supported by across 4 quarters
June, 2018- that engage learners in activities/tasks any 1 of the other accepteble MOV.
March, 2019 7.50%
5
as shown in 91-100% of the MOV
submitted.
Used classroom management strategies Submitted at least 3 lessons as Submitted MOV were distributed
that engage learners in activities/tasks evidenced by MOV 1 and supported by across 3 quarters
any 1 of the other accepteble MOV
4
as shown in 81-90% of the MOV
submitted.
Used classroom management strategies Submitted at least 2 lessons as Submitted MOV were distributed
that engage learners in activities/tasks evidenced by MOV 1 and supported by across 2 quarters
any 1 of the other accepteble MOV
3
as shown in 70-80% of the MOV
submitted.

MFO KRAs OBJECTIVES
5. Managed learning behavior
constructively by applying
positive and non- violent
discipline to ensure learning-
focused environments.
6. Used differentiated,
developmentally appropriate
learning experiences to adresss June, 2018- 7.50%
learner's gender needs,
strengths, interests, and
experiences.
PERFORMANCE INDICATORS ACTUAL RESULTS
TIMELINE WEIGHT RATING SCORE
QUALITY EFFICIENCY TIMELINESS Q E T AVE
Used classroom management strategies Submitted 1 lesson as evidenced by Submitted MOV were distributed
that engage learners in activities/tasks the any 1 of the accepteble MOV. across 1 quarters
2
as shown in less than 70% of the MOV
submitted.
No acceptable evidence was
No acceptable evidence was shown No acceptable evidence was shown
1
shown
Submitted MOV were distributed
across 4 quarters
Applied teacher management strategies
of learner behavior that promote positive Submitted at least 4 of the given
June, 2018- 7.50%
March, 2019 and non-violent discipline with 91-100% strategies as observed in at least 4
5
accuracy and appropriateness as shown lessons.
in the MOV submitted.
Submitted MOV were distributed
Applied teacher management strategies across 3 quarters
of learner behavior that promote positive
Submitted at least 4 of the given
and non-violent discipline with 81-90%
4
strategies as observed in 3 lessons.
accuracy and appropriateness as shown
in the MOV submitted.
Submitted MOV were distributed
Applied teacher management strategies across 2 quarters
of learner behavior that promote positive
Submitted at least 4 of the given
and non-violent discipline with 70-80%
3
strategies as observed in 2 lessons.
accuracy and appropriateness as shown
in the MOV submitted.
Submitted MOV were distributed
Applied teacher management strategies across 1 quarters
of learner behavior that promote positive
Submitted any 1 of the given strategies
and non-violent discipline with less than
2
as observed in only 1 lessons.
70% accuracy and appropriateness as
shown in the MOV submitted.
No acceptable evidence was shown No acceptable evidence was
No acceptable evidence was shown shown
1
Submitted MOV were distributed
Applied differentiated teaching
Submitted at least 4 differentiated across 4 quarters
strategies to address learner diversity
teaching strategies in at least 2 lessons
with 91-100% accuracy and
5
as evidenced by MOV 1 and supported
appropriateness as shown in the MOV
by any 1 of the other acceptable MOV
submitted.
March, 2019 Submitted MOV were distributed
Applied differentiated teaching
Submitted 3 differentiated teaching across 3 quarters
strategies to address learner diversity
strategies in at least 2 lessons as
with 81-90% accuracy and
4
evidenced by MOV 1 and supported by
appropriateness as shown in the MOV
any 1 of the other acceptable MOV
submitted.

MFO KRAs OBJECTIVES
Curriculum
and Planning
7. Planned, managed and
implemented developmentally
sequenced teaching and
learning processes to meet
curriculum requirements and
varied teaching contexts.
8. Participated in collegial
discussions that use teacher
and leaner feedback to enrich
teaching practice.
PERFORMANCE INDICATORS ACTUAL RESULTS
TIMELINE WEIGHT RATING SCORE
QUALITY EFFICIENCY TIMELINESS Q E T AVE
Submitted MOV were distributed
Applied differentiated teaching
Submitted 2 differentiated teaching across 2 quarters
strategies to address learner diversity
strategies in at least 2 lessons as
with 70-80% accuracy and
3
evidenced by MOV 1 and supported by
appropriateness as shown in the MOV
any 1 of the other acceptable MOV
submitted.
Submitted MOV were distributed
Applied differentiated teaching
across 1 quarters
strategies to address learner diversity Submitted any 1 differentiated teaching
with less than 70% accuracy and strategy in only 1 lesson as evidently
2
appropriateness as shown in the MOV shown in any 1 of the acceptable MOV
submitted.
No acceptable evidence was
No acceptable evidence was shown No acceptable evidence was shown
1
shown
Submitted MOV were distributed
Submitted at least 4 developmentally across 4 quarters
Planned and implemented
sequenced teaching and learning
June, 2018- developmentally sequenced teaching
March, 2019 7.50% process as evidently shown in MOV 1
5
and learning process with 91-100%
and supported by any 1 of the other
accuracy and appropriateness
given MOV
Submitted MOV were distributed
Submitted 3 developmentally across 3 quarters
Planned and implemented
sequenced teaching and learning
developmentally sequenced teaching
process as evidently shown in MOV 1
4
and learning process with 81-90%
and supported by any 1 of the other
accuracy and appropriateness
given MOV
Submitted MOV were distributed
Submitted 2 developmentally across 2 quarters
Planned and implemented
sequenced teaching and learning
developmentally sequenced teaching
process as evidently shown in MOV 1
3
and learning process with 70-80%
and supported by any 1 of the other
accuracy and appropriateness
given MOV
Submitted MOV were distributed
Planned and implemented Submitted 1 developmentally across 1 quarters
developmentally sequenced teaching sequenced teaching and learning
2
and learning process with less than 70% process as evidently shown in MOV 1in
accuracy and appropriateness any 1 of the given MOV
No acceptable evidence was
No acceptable evidence was shown No acceptable evidence was shown
1
shown
Submitted MOV were distributed
Participated actively LACs/FGDs
across 4 quarters
/meetings to discuss teacher /learner In at least 4 LACs/FGDs/ meetings as
June, 2018- 7.50%
March, 2019 feedback to enrich instruction with 91- evidently shown in any 1 of the given
5
100% participation rate as shown in the MOV
MOV submitted.

MFO KRAs OBJECTIVES
9. Selected, developed,
organized, and use appropriate
teaching and learning
resources, including ICT, to
address learning goals.
PERFORMANCE INDICATORS ACTUAL RESULTS
TIMELINE WEIGHT RATING SCORE
QUALITY EFFICIENCY TIMELINESS Q E T AVE
Submitted MOV were distributed
Participated actively LACs/FGDs
across 3 quarters
/meetings to discuss teacher /learner
In 3 LACs/FGDs/ meetings as evidently
feedback to enrich instruction with 81-
4
shown in any 1 of the given MOV
90% participation rate as shown in the
MOV submitted.
Submitted MOV were distributed
Participated actively LACs/FGDs
across 2 quarters
/meetings to discuss teacher /learner
In 2 LACs/FGDs/ meetings as evidently
feedback to enrich instruction with 70-
3
shown in any 1 of the given MOV
80% participation rate as shown in the
MOV submitted.
Submitted MOV were distributed
Participated actively LACs/FGDs
across 1 quarters
/meetings to discuss teacher /learner
In 1 LACs/FGDs/ meetings as evidently
feedback to enrich instruction with less
2
shown in any 1 of the given MOV
than 70% participation rate as shown in
the MOV submitted.
No acceptable evidence was shown No acceptable evidence was shown No acceptable evidence was
shown
1
Submitted MOV were distributed
Developed and used varied teaching Submitted at least 4 varied teaching across 4 quarters
and learning resources, including ICT, to and learning resources, including ICT,
June, 2018- 7.50%
March, 2019 address learning goals with 91-100% as evidently shown in MOV 1 and
5
accuracy and appropriateness as shown supported by any 1 of the acceptable
in the MOV submitted. MOV
Submitted MOV were distributed
Developed and used varied teaching Submitted 3 varied teaching and across 3 quarters
and learning resources, including ICT, to learning resources, including ICT, as
address learning goals with 81-90% evidently shown in MOV 1 and
4
accuracy and appropriateness as shown supported by any 1 of the acceptable
in the MOV submitted. MOV
Submitted MOV were distributed
Developed and used varied teaching Submitted 3 varied teaching and across 2 quarters
and learning resources, including ICT, to learning resources, including ICT, as
address learning goals with 70-80% evidently shown in MOV 1 and
3
accuracy and appropriateness as shown supported by any 1 of the acceptable
in the MOV submitted. MOV
Submitted MOV were distributed
Developed and used varied teaching across 1 quarters
and learning resources, including ICT, to Submitted any teaching and learning
address learning goals with less than resource, including ICT, as evidently
2
70% accuracy and appropriateness as shown in any of the acceptable MOV
shown in the MOV submitted.
No acceptable evidence was
No acceptable evidence was shown No acceptable evidence was shown shown
1

MFO KRAs OBJECTIVES
10. Designed, selected,
Assessment organized, and used diagnostic,
and formative and summative
Reporting strategies consistent with
curriculum requirements.
11. Monitored and evaluated
learner progress and
achievement using learner March, 2019 7.50%
attainment data.
PERFORMANCE INDICATORS ACTUAL RESULTS
TIMELINE WEIGHT RATING SCORE
QUALITY EFFICIENCY TIMELINESS Q E T AVE
Submitted MOV were distributed
Designed, selected, organized and used across 4 quarters
diagnostic, formative and summative
Submitted at least 4 varied assessment
June, 2018- assessment strategies consistent with
March, 2019 7.50% tools as evidently shown in any 1 of the
5
curriculum requirements with 91-100%
acceptable MOV
accuracy and appropriateness as shown
in the MOV submitted.
Submitted MOV were distributed
Designed, selected, organized and used across 3 quarters
diagnostic, formative and summative
Submitted 3 varied assessment tools
assessment strategies consistent with
as evidently shown in any 1 of the
4
curriculum requirements with 81-90%
acceptable MOV
accuracy and appropriateness as shown
in the MOV submitted.
Submitted MOV were distributed
Designed, selected, organized and used across 2 quarters
diagnostic, formative and summative
Submitted 2 varied assessment tools
assessment strategies consistent with
as evidently shown in any 1 of the
3
curriculum requirements with 70-80%
acceptable MOV
accuracy and appropriateness as shown
in the MOV submitted.
Submitted MOV were distributed
Designed, selected, organized and used across 1 quarters
diagnostic, formative and summative
Submitted 1 assessment tool as
assessment strategies consistent with
2
evidently shown in any of the
curriculum requirements with less than
acceptable MOV
70% accuracy and appropriateness as
shown in the MOV submitted.
No acceptable evidence was shown No acceptable evidence was shown No acceptable evidence was
1
shown
Showed monitoring and evaluation of
June, 2018- learner progress and achievement using Submitted a combination of at least 4 of Submitted MOV were distributed
5
learner attainment data as shown in 91- the acceptable MOV across 4 quarters
100% of the MOV submitted.
Showed monitoring and evaluation of
learner progress and achievement using Submitted a combination of 3 of the Submitted MOV were distributed
4
learner attainment data as shown in 81- acceptable MOV across 3 quarters
90% of the MOV submitted.
 PERFORMANCE INDICATORS ACTUAL RESULTS
MFO KRAs OBJECTIVES TIMELINE WEIGHT RATING SCORE
QUALITY EFFICIENCY TIMELINESS Q E T AVE

Showed monitoring and evaluation of

learner progress and achievement using Submitted a combination of 2 of the Submitted MOV were distributed

3
learner attainment data as shown in 70- acceptable MOV across 2 quarters
80% of the MOV submitted.

Showed monitoring and evaluation of

learner progress and achievement using Submitted MOV was completed in
Submitted 1 acceptable MOV

2
learner attainment data as shown in less only 1 quarter
than 70% of the MOV submitted.

No acceptable evidence was

No acceptable evidence was shown No acceptable evidence was shown

1
shown

12. Communicated promptly Communicated promptly and clearly the

and clearly the learners' learners' needs, progress and
needs, progress and June, 2018- 7.50% achievement to key stakeholders, Submitted a combination of at least 4 of Submitted MOV were distributed
achievement to key March, 2019

5
including parents/guardians with 91- the acceptable MOV across 4 quarters
stakeholders, including 100% success rate as shown in the
parents/ guardians. MOV submitted.

Communicated promptly and clearly the

learners' needs, progress and
achievement to key stakeholders, Submitted a combination of 3 of the Submitted MOV were distributed

4
including parents/guardians with 81- acceptable MOV across 3 quarters
90% success rate as shown in the MOV
submitted.

Communicated promptly and clearly the

learners' needs, progress and
achievement to key stakeholders, Submitted a combination of 2 of the Submitted MOV were distributed
3

including parents/guardians with 70- acceptable MOV across 2 quarters

80% success rate as shown in the MOV
submitted.

Communicated promptly and clearly the

learners' needs, progress and
achievement to key stakeholders, Submitted MOV was completed in
Submitted any 1 of the given MOV
2

including parents/guardians with less only 1 quarter

than 70% success rate as shown in the
MOV submitted.
No acceptable evidence was shown No acceptable evidence was shown No acceptable evidence was
shown
1

Performed various related

13. Performed various work/activities that contribute to the
related works/ activities that June, 2018- Submitted at least 4 different kinds of Submitted MOV were distributed
Plus Factor contribute to the teaching- March, 2019 10% teaching learning process with 91-100%
5

acceptable MOV across 4 quarters

learning process. performance rating as shown in the
MOV submitted.
 Performed various related
work/activities that contribute to the
Submitted 3 different kinds of Submitted MOV were distributed
teaching learning process with 81-90%

4
acceptable MOV across 3 quarters
performance rating as shown in the
MOV submitted.

Performed various related

work/activities that contribute to the
Submitted 2 different kinds of Submitted MOV were distributed
teaching learning process with 70-80%

3
acceptable MOV across 2 quarters
performance rating as shown in the
MOV submitted.

Performed various related

work/activities that contribute to the
Submitted any 1 of the acceptable Submitted MOV was completed in
teaching learning process with less than

2
MOV only 1 quarter
70% performance rating as shown in the
MOV submitted.
No acceptable evidence was
No acceptable evidence was shown No acceptable evidence was shown shown

1
* To get the score, the rating is multiplied by the weight assigned
OVERALL RATING FOR
ACCOMPLISHMENT

Adjectival Rating Scale

Outstanding 4.500- 5.000

Very Satisfactory 3.500-4.499 KRISTOFFER A. RIVERA PABLO R. SOMERA JR. VIRGINIA T. ANSELMO
APPROVING
Satisfactory 2.500-3.499 RATEE RATER AUTHORITY
Unsatisfactory 1.500-2.499
Poor 1.000-1.499
 KRISTOFFER A. RIVERA
Teacher III
CORE BEHAVIORAL COMPETENCIES
Self- Managemenrt
5 Sets personal goals and direction, needs and development.
4 Undertakes personal actions and behaviors that are clear and puposive and
takes into account personal goals and values congruent to that of the
organization.
5 Displays emotional maturity and enthusiasm for and is challenged by higher goals.
4 Prioritize work tasks and schedules (through GANT chart, checklists,etc.) to
achieved goals.
5 Sets high quality, challenging realistic goals for self & others.
Professionalism and Ethics
5 Demonstrates the values and behavior enshrined in the Norms of Conduct and
Ethical Standards for public officials and employees(RA 6713).
5 Practices ethical and professional behavior and conduct taking into account the
impact of hi/her actions and decissions.
4 Maintains professional image being trustworthy, regularity of attendance and
punctuality, good grooming and communication.
5 Makes personal sacrifices to meet the organization's needs.
5 Acts with a sense of urgency and resposibility and to meet the organization's needs
improve systems and help others improved their effectiveness.
Result Focus
4 Achieves results with optimal use of time and resources most of the time.
5 Avoids network mistakes and wastages through effective work methods by placing
Organizational needs before personal needs.
4 Delivers error-free outputs most of the time by conforming to standard
operating procedures correctly and consistently. Able to produce every
satisfactory quality of work in terms of usefulness/ acceptability and completeness
with no supervision required.
5 Expresses a desire to do better and may express frustrations at waste or
inefficiency . May focus on new or more precise ways of meeting goals set.
5 Makes Specific changes in the system or in own work method to improve
performance. Example may include doing something better,faster, at a lower
cost,more efficiently; or improving quality , customer satisfaction,morale,
without setting any specific goal.
PART II- COMPETENCIES
Teamwork
5 Willingly does his/her share of responsibility.
5 Promotes collaboration and removes barriers to teamwork and
goal accomplishment across the organization.
4 Applies negotiation principles in arriving at win-win agreements.
4 Drives consensus and team ownership of decissions
5 Work constructively and collaboratively with others and across
organization to accomplish organizational goals and objectives.
Service Orientation
4 Can explain and articulate organizational directions, issues and
problems.
4 Takes personal resposibility for dealing with and / or correcting
customer service issues and concern.
4 Initiates activities that promotesadvocacy for men and women
empowerment.
4 Paricipates in updating of office vision, mission, mandates and
strategies based on DepEd strategies and directions.
4 Develops and adopts service improvement programs through
simplified procedures that will further enhance service delivery.
Innovation
4 Examines the root cause of problems and suggests effective
solutions . Foster new ideas ,processes and suggest better ways
to do things (cost and / or operational efficiency.
5 Demostrates an ability to think" beyond the box" . Continously
focuses on improving personal productivity to create higher
value results.
4 promotes a creative climate and inspires co-workers to develop
original ideas or solutions.
5 Translates creative thinking into tangible changes and solutions
that improve the work unit and organization.
5 Uses indigenous methods to accomplish responsibilities.
Demonstrates resourcefulness and the ability to succeed with
minimal resources
CORE SKILLS
Oral Communication
5 Follows Instruction accurately.
4 Expresses self clearly, fluently and articulately.
4 Uses appropriate medium for message.
4 Adjust communication styles to others.
4 Guides discussion between and among peers to meet an objective
Written Communication
4 Knows the different written business communication formats
used in the DepEd.
4 Writes routine correspondence/ communications,Narrative and
descriptive report based on readily available information data
with minimal spelling grammatical error/s(eg. Memos,minutes,
etc.)
4 Secures information from required references (i.e.,Directories
schedues, notices, instructions) for a specific purposes.
5 Self-edits words,numbers,phonetic notation and content
if necessary
5 Demonstrates clarity, fluency, impact conciseness and
effectiveness in his /her written and communications.
Computer Skills
4 Prepares basic compositions(e.g. letters reports, spreadsheet
and graphics presentations Using Word Processing and Exce.
5 Identifies different computer parts, turns the the computer on/off,
and work on a given task with acceptable speed and accuracy
and connects computer peripherals(e.g. printers Modems,
multimedia projectors,etc.)
5 Prepares simple presentation using Powerpoint.
5 Utilizes technologies to: access information to enhance
Professional productivity, assists in coducting research and
communicate through local and global professional Networks.
5 Recommends appropriate and updated technologyto enhance
productivity and professional productivity.
This ratings can be used for the developmental plans of the
employee
5- Role model; 4- Consistently demonstrates; 3-Most of the time
demonstrates; 2- Sometimes demonstrates; 1- Rarely demonstrates
OVERALL COMPETENCY RATING
4.533 CORE BEHAVIORAL COMPETENCIES 4.467 CORE SKILLS
OVERALL RATING 4.5
 Region I
DIVISION OF CITY SCHOOLS
Alaminos City, Pangasinan
CLUSTER II
SAN VICENTE ELEMENTARY SCHOOL
District II
SAN VICENTE ELEMENTARY SCHOOL

PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating Adjectival Rating

Accomplishments of KRAs and Objectives

Rater-Ratee Agreement
The signatures below confirm that the employee and his/her superior have agreed on content of this appraisal form and the performance rating.

Name of Employee Name of Superior

KRISTOFFER A. RIVERA PABLO R. SOMERA JR.
Signature Signature

Date Date

Name of Superior
VIRGINIA T. ANSELMO
Signature

Date
 Region I
DIVISION OF CITY SCHOOLS
Alaminos City, Pangasinan
CLUSTER II
SAN VICENTE ELEMENTARY SCHOOL

PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline

Feedback:

KRISTOFFER A. RIVERA PABLO R. SOMERA JR.

RATEE RATER
 Region I
ISION OF CITY SCHOOLS
laminos City, Pangasinan
CLUSTER II
CENTE ELEMENTARY SCHOOL

V: DEVELOPMENT PLANS
Timeline Resources Needed

VIRGINIA T. ANSELMO
APPROVING AUTHORITY
 Region I
DIVISION OF CITY S
Alaminos City, Pang
CLUSTER II
SAN VICENTE ELEMENT

PERFORMANCE MONITORING AN

Date Critical Incidence Description

PERFORMANCE MONITORING AN

Strength Development Needs

Feedback:
KRISTOFFER A. RIVERA PABLO R. SOMER
RATEE RATER
 Region I
ON OF CITY SCHOOLS
minos City, Pangasinan
CLUSTER II
NTE ELEMENTARY SCHOOL

ITORING AND COACHING FORM

Signature
Output Impact on Job/Action Plan
Ratee Rater

ITORING AND COACHING FORM

Action Plan
(Recommended Developmental Intervention) Timeline Resources Needed
BLO R. SOMERA JR. VIRGINIA T. ANSELMO
RATER APPROVING AUTHORITY