FOR MASTER TEACHERS

(MFOs) KRAs Objectives Outputs

Professional  Conducted at least an action research related  Action research
Growth and to school or classroom concerns/ problems
Development during the year
 Participated in seminars, workshops, trainings  Seminars/workshops/trainings
within a year (division, regional or national)
 Received (division, regional or national)  Awards/recognitions for the year
awards/recognitions within a year
 Served as demonstration teacher  Documented demonstration
teaching
Instructional  Handled teaching loads every year  Teaching load
Competence  Achieved at least 75% of the students’  75% annual student performance
performance at the end of the school year
 Attained 100% of the required learning  100% mastery of learning
competencies for the students in every quarter competencies
 Increased NAT performance by 10%  NAT Performance increased by10%
Instructional  Observed 100% of the teachers every quarter  Quarterly observation forms for
Supervision teachers accomplished
 Conducted at least 3 mentoring/ coaching  3 documented
activities with teachers quarterly mentoring/coaching activities per
 Evaluated teachers’ performance twice a year. quarter
 Accomplished teacher’s
evaluation report

Objectives Outstanding
(5)
 Conducted action research  Action research conducted and
related to school utilized division wide supported by the
concerns/problems within a following evidences:
year  Research proposal (in complete
format)
 Research Report (in complete format
highlighting findings and
recommendations)
 Proposed learning interventions and
programs
 Proposed M&E for results/outcomes
 Conducted  Conducted seminars/workshops/
seminars/workshops/trainin trainings for teachers in specific
gs for teachers in specific learning areas (supported by
learning areas evidence/assessment reports)
 Performed teaching loads  100% and above required teaching
every year load handled for year
 Served as demonstration  4 lesson demonstrations served
teacher for school/ division
level trainings
 Achieved above 85% of the  100% of the student performance (in
students performance at the MPS or GSA)
end of school year
 Completed the required  100% and above of the required
competencies for the students competencies in every quarter
in every quarter completed
 Increased NAT performance  10% increase
of school
 Observed 100% of the  100% and above of teachers observed
teachers in the school with with post conference with teacher
Very Satisfactory
(4)
 Action research conducted and
utilized division wide with required
evidences
 Conducted 4 seminars/
workshops/trainings for teachers
in specific learning areas
(supported by
evidence/assessment reports)
 85-99% required teaching load
handled for the year
 3 lesson demonstrations served
 85-99% student performance (in
MPS or GSA)
 85-99% of the required
competencies in every quarter
completed
 6% increase
 85-99% of teachers observed with  70-84% of teachers observed with  55-69% teachers observed with  54% and below of teachers
teacher observation and post
Performance Indicators
Satisfactory
(3)
 Action research conducted and
utilized by the school/district wide
with required evidences
 Conducted 3 seminars/
workshops/trainings for teachers
in specific learning areas
(supported by
evidence/assessment reports)
 70-84% required teaching load
handled for the year
 2 lesson demonstrations served
 70-84% student performance (in
MPS or GSA)
 70-84% of the required
competencies in every quarter
completed
 5% increase
teacher observation and post teacher observation and post
Unsatisfactory
(2)
 Action research conducted
but not utilized
 Conducted 2 seminars/
workshop/trainings for
teachers in specific learning
areas (supported by evidence/
assessment reports)
 55-69% required teaching
load handled for the year
 1 lesson demonstration
served
 55-69% student performance
(in MPS or GSA)
 55-69% of the required
competencies in every quarter
competed
 4 % increase
observed with teacher
Poor
(1)
 No Action research
conducted
 Conducted 1
seminar/workshop/
training for teachers in
specific learning areas
(supported by evidence/
assessment reports)
 54% and below of required
teaching loads handled for
the year
 No lesson demonstration
served
 54% and below student
performance (in MPS of GSA)
 54% and below of the
required competencies in every
quarter completed
 3% and below increase
 Performance Indicators
Objectives Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(5) (4) (3) (2) (1)
post conference in every observation reports held in every conference reports, held in every conference reports, held in every conference reports, held in observation and post
quarter quarter quarter quarter every quarter conference reports, held in
every quarter
 Conducted  5 and above teacher mentoring  4 teacher mentoring /coaching  3 teacher mentoring /coaching  1-2 teacher mentoring /coaching  No teacher mentoring
mentoring/coaching program /coaching sessions were conducted in sessions conducted in every sessions conducted in every sessions conducted in every /coaching sessions conducted
to teachers in the school on every quarter ( with report) quarter (with report) quarter (with report) quarter (with report) in every quarter (with report)
quarterly basis
 Managed performance of  Evaluated 130% and above teacher  Evaluated115-129% teacher  Evaluated100-114% teacher  Evaluated 51-99%of teacher  Evaluated 50% and below of
teachers following the RPMS performance following RPMS performance following RPMS performance following RPMS performance following RPMS teacher performance following
cycle (planning and framework cycle framework cycle framework cycle framework cycle RPMS framework cycle
commitments, coaching and
monitoring, review and
evaluation and development
planning)
 PERFORMANCE COMMITMENT AND REVIEW FORM (PCRF) FOR MASTER TEACHERS
June 2015 to March 2016

Name of Employee: AMADEO REI P. BUCASAS Name of Rater: LILIBETH F. ASUNCION, Ed.D.
Position: Master Teacher I Position: Principal IV
Division: Makulagtit National High School Date of Review: October 26, 2015/ April 6, 2016

TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION

Weight Performance Indicators
MFO KRAs OBJECTIVES TIMELINE Per (Quality, Efficiency, Timeliness) ACTUAL RESULTS RATING SCORE
KRA
Basic Professional  Conduct at least an action June 15 to 10% 5 = Outstanding: Role Model; 100%  Action research conducted and 4 .4
Education Growth and research related to school or March utilized division wide with required
Service Development classroom concerns/ problems 2016 4 = Very Satisfactory: Consistently Demonstrates; evidences
(40%) during the year 85% - 99%
10%
 Participate in seminars, 3= Satisfactory: Most of the Time Demonstrates  Participated in National Training of 5 .5
workshops, trainings within a 70% - 84% HEKASI Teachers
year (division, regional or
national) 10% 2 = Unsatisfactory: Sometimes Demonstrates;
55% - 69%
 Receive (division, regional or  Awarded Outstanding School Paper 4 .4
national) awards/recognitions 10% 1 = Poor: Rarely Demonstrates: 54% and below Adviser, Regional Level
within a year

 Serve as demonstration  4 lesson demonstrations served 5 .5

teacher
 Instructional  Handle teaching loads every June 15 to 10% 5 = Outstanding: Role Model; 100%  Had a full teaching load the whole 5 .5
Competence year March year
(40%)  Achieve at least 75% of the 2016 10% 4 = Very Satisfactory: Consistently Demonstrates;  100% of the student performance 5 .5
students’ performance at the 85% - 99% got 85% and above GPA
end of the school year
 Attain 100% of the required 10% 3= Satisfactory: Most of the Time Demonstrates 70%  89% of the required competencies 4 .4
learning competencies for the - 84% in every quarter completed
students in every quarter
 Increase NAT performance by 10% 2 = Unsatisfactory: Sometimes Demonstrates;
10% 55% - 69%  4% increase in NAT over last year 2 .2

1 = Poor: Rarely Demonstrates: 54% and below

Instructional  Observed 100% of the teachers June 15 10% 5 = Outstanding: Role Model; 100%  100% of all the teachers observed 5 .5
Supervision every quarter to March with post conference with teacher
(20%) 2016 4 = Very Satisfactory: Consistently Demonstrates;
 Conducted at least 3 mentoring/ 5% 85% - 99%  Conducted mentoring /coaching 5 .25
coaching activities with teachers sessions to 5 teachers in every
quarterly 3 = Satisfactory: Most of the Time Demonstrates quarter ( with report)
70% - 84%
 Evaluated teachers’ 5%  Evaluated 100% of all teacher 5 .25
performance twice a year. 2 = Unsatisfactory: Sometimes Demonstrates; performance following RPMS
55% - 69% framework cycle

1 = Poor: Rarely Demonstrates: 54% and below

Overall Rating for Assessment 4.4
Very Satisfactory

Adjectival Rating Scale

LILIBETH F. ASUNCION, Ed.D. AMADEO REI P. BUCASAS
Outstanding = 4.500 - 5.000 Principal IV Master Teacher I
Very Satisfactory = 3.500 - 4.499
Satisfactory = 2.500 - 3.499
Unsatisfactory = 1.500 - 2.499
Poor = 1.000 - 1.499
 PART III:SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating

Accomplishment of KRAs and Objectives 3.8

Employee-Superior Agreement

The signatures below confirm that the employee and his/her superior have agreed to the contents of the performance as captured in this form.

Name of Employee: Name of Superior:

AMADEO REI P. BUCASAS LILIBETH F. ASUNCION, Ed.D.
Signature: Signature:

Date: Date:
April 6, 2016 April 6, 2016

PART IV:DEVELOPMENT PLANS

Development Needs Action Plan

Strengths (Recommended Developmental Timeline Resources Needed
Intervention)
Excellent at preparation of up to date and innovative lesson Finish your doctorate degree for Require teacher to enroll in the Graduate June 2016 Tuition Fees
plans and activities including adequate instructional aids further Master Teacher position School
and ICT-based teaching materials. promotion

Classroom is well-structured and very conducive to learning

Feedback:
You have the potential of becoming a Master Teacher II and a very good instructional leader, so prepare yourself by finishing your doctorate degree

LILIBETH F. ASUNCION, Ed.D. AMADEO REI P. BUCASAS

Principal IV Master Teacher I
 PERFORMANCE MONITORING AND COACHING FORM
Date Critical Incidence Description Output Impact on Job/Action Plan Signature of
Ratee Rater
June 1, First day of classes, the teacher had his class orientation tagged Students were excited Students’ interest in making friends among
2015 as “Getting to know you” knowing their classmates classmates was high making them at ease in school.
Lesson was on Fertilization in human beings. Video clip on how Students showed much The abstract concept of fertilization was concretized
July 10, sperms and egg cells unite to form fetus was shown. Guide interest in the lesson in the minds of the students hence they understood
2015 questions given ahead by the teacher were answered by the lesson better. Keep up using ICT-based teaching
students as the video progressed. Concept development was aids to capture well students’ attention and interest
achieved when students defined terms and stated
generalizations in their own words,

Release of cards for the First Grading Period. All parents were Parents were properly Students will be guided by their studies to improve
Aug. 8, present as shown by the attendance sheet. Top 5 performing informed of their academic performance. Communicate regularly with
2015 students in the class were given certificate of recognition. children’s performance in parents for them to know the progress of their child
Parents whose children had failing grades were reminded to the class in the school
monitor the progress of their children. Anecdotal Records of the
teacher was discussed and parents signed on the records of their
child.

Teacher was updating the bulletin board in the classroom with
Aug. 14, the help of his students. Lesson per unit, chapter was posted.
2015 News clip related to the learning areas were posted. Arm chairs
were sand papered, nailed up, and were painted. Some parents
brought snacks for the team doing the work.
Classroom conducive to Structuring of the classroom was a team effort. It
learning gives the students a sense of belongingness for the
nice room they are using. Continue building up the
strong teamwork among the students and parents
 EMPLOYEE FEEDBACK FORM
Strength Developmental Needs Action Plan Timeline Resources Needed
(Recommended Developmental Intervention)
Excellent at preparation of up to date and Have a safe depository for your nice Present the need to parents, look for possible August 2015 Budget for a cabinet
innovative lesson plans and activities visual aids especially the scientific donors, recycle some available materials Donors
including adequate instructional aids and videos
ICT-based teaching materials.

Classroom is well-structured and very Garbage bin should be provided not Recycle some big boxes to have a trash bin June 2015 Recyclable Carton or boxes
conducive to learning only under the teacher’s table in the
corners too where students shall
deposit their trash.

Very strong holding power among Beware of too much familiarity with Observe proper decorum in dealing with Year-round Manual on Code of Ethics,
students students particularly the girls. students DECS 2003 Manual

Have a nice and harmonious relationship Record the presence of parents and Come up with a record book June 2015 Recyclable Notebooks,
with parents their contribution to be Budget for a standard record
acknowledged in the parents book
meeting

Feedback:

You have been in the service for the last five years enroll in the graduate school for you have the potential of becoming an excellent Master Teacher or a future School Head.
Talent in dancing and singing is seen, thus, join the group of teachers who perform during teachers’ day, fiestas and other DEPED activities.
 COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
Self-Management
1. Sets personal goals and direction, needs and development.
2. Understands personal actions and behavior that are clear and purposive and takes
into account personal goals and values congruent to that of the organization
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals
4. Prioritize work tasks and schedules (through Gantt charts, checklists, etc.) to
achieve goals
5. Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics
1. Demonstrate the values and behavior enshrined in the Norms and Conduct and
Ethical Standards for Public Officials and Employees (RA 6713).
2. Practice ethical and professional behavior and conduct taking into account the
impact of his/her actions and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and
punctuality, good grooming and communication.
4. Makes personal sacrifices to meet the organization’s needs.
5. Act with a sense of urgency and responsibility to meet the organization’s needs,
improve system and help others improve their effectiveness.
Result Focus
1. Achieves results with optimal use of time and resources mist of the time.
2. Avoids rework, mistakes and wastage through effective work methods by placing
organizational needs before personal needs.
3. Delivers error-free outputs most of the time by conforming to standard operating
procedures correctly and consistently. Able to produce very satisfactory quality of
work in terms of usefulness/acceptability and completeness with no supervision
required.
4. Expresses a desire to do better and may express frustration 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 methods to improve
performance. Examples may include doing something better, faster, at a lower
cost, more efficiently, or improving quality, customer satisfaction, morale, without
setting any specific goal.
5 – Role model; 4 – Consistently demonstrate; 3- Most of the time demonstrates; 2- Sometimes demonstrate; 1- Rarely demonstrate
Teamwork
1. Willingly does his/her share of responsibility
2. Promotes collaboration and removes barriers to teamwork and goal
accomplishment across the organization.
5 3. Applies negotiation principles in arriving at win-win agreements. 4
4. Drives consensus and team ownership of decisions
5. Works constructively and collaboratively with others and across organizations
to accomplish organizational goals and objectives.
Service Orientation
1. Can explain and articulate organizational directions, issues and problems.
2. Takes personal responsibility for dealing with and/or correcting customer
service issues and concerns.
5 3. Initiates activities that promotes advocacy for men and women 5
empowerment.
4. Participates in updating office vision, mission, mandates and strategies based
on DEPED strategies and directions.
5. Develops and adopts service improvement program through simplified
procedures that will further enhance service delivery.
Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster
new ideas, processes, and suggests better ways to do things (cost and/or
operational efficiency).
2. Demonstrates an ability to think “beyond the box”. Continuously focuses on
4 improving personal productivity to create higher value and results. 5
3. Promotes a creative climate and inspires co-workers to develop original ideas
or solutions.
4. Translates creative thinking into tangible changes and solutions that improve
the work unit and organization.
5. Uses ingenious methods to accomplish responsibilities. Demonstrates
resourcefulness and the ability to succeed with minimal resources.
 CORE SKILLS
Achievement
1. Enjoy working hard
2. Is action-oriented and full of energy for the things he/she sees as challenging
3. Forwards personal, professional and work unit needs and interests in an issue.
4. Seize more opportunities than others 5
5. Strategic thinker
Managing Diversity
1. Respect all kinds of classes of people
2. Deals effectively with all races, nationalities. cultures, disabilities, ages and both
sexes
3. Support equal and fair treatment and opportunity for all 5
4. Applies equal standards and criteria to all classes
5. Manifest cultural and gender sensitivity when dealing with people
Accountability
1. Can be counted on to exceed goals successfully
2. Steadfastly pushes self and others towards results
3. Gets things done on time and optimum use of resources
4. Builds team spirit
5. Transacts with transparency

5 – Role model; 4 – Consistently demonstrate; 3- Most of the time demonstrates; 2- Sometimes demonstrate; 1- Rarely demonstrate

Note: These ratings can be used for the developmental plans of the employee.