Enclosure 2 to Division Memorandumm No. 368 s.

2018
Republic of the Philippines
Department of Education
Region IV - A CALABARZON
DIVISION OF CALAMBA CITY
Monitoring and Evaluation Section
Form 1
TEACHER'S MIDYEAR PERFORMANCE REVIEW

Teacher: REYSELL Z. PADOLINA School: LAWA ELEMENTARY SCHOOL

Position/Designation: TEACHER I School Head: RODEL B. CAPINPIN
Quarter: FIRST TO SECOND Date of Review: October 26, 2018

Actual % of
KEY RESULT AREAS Variance Reason for Variance Planning Implications
OBJECTIVES Target (T) (A)Accomplis Accomplishment
(KRAs) hment (Actual - Target) (Concerns, Issues, Gaps, (How would the variance affect
(A/T)* 100
Problems) the school AIP?)

Strategic Planning in
Formulating performance formulating performance
· Applied knowledge of content within and
5 4 80% -1 tasks highlighting the task suited for Grade One
across curriculum teaching areas.
indicated domain highlighting the indicated
domain

Content Knowledge and

Pedagogy
Content Knowledge and
Pedagogy

Strategic Planning in
· Used a range of teaching strategies that Formulating performance formulating performance
enhance learner achievement in literacy and 5 4 80% -1 tasks highlighting the task suited for Grade One
numeracy skills. indicated domain highlighting the indicated
domain

· Managed classroom structure to engage Using class management

Using appropriate class
learners, individually or in groups, in strategies inappropriate to
management strategies
meaningful exploration, discovery and hands- 5 4 80% -1 learners and settings
highlighting the indicated
on activities within a range of physical highlighting the indicated
domain
learning environments domain

Using class management

· Managed learner behavior constructively strategies inappropriate to
Using appropriate class
Learning Environment management strategies
by applying positive and non-violent
and Diversity of 5 4 80% -1 learners and settings
discipline to ensure learning-focused highlighting the indicated
Learners highlighting the indicated
environments domain
domain
 Using differentiated,
Using differentiated,
· Used differentiated, developmentally developmentally learning
developmentally
appropriate learning experiences to address experiences inappropriate
5 4 80% -1 appropriate learning
learners’ gender, needs, strengths, interests to learners and settings
experiences highlighting
and experiences highlighting the indicated
the indicated domain
domain

· Planned, managed and implemented

Formulating instructional
Developing instructional
developmentally sequenced teaching and materials suited for Grade
5 4 80% -1 materials highlighting the
learning process to meet curriculum One highlighting the
indicated domain
requirements and varied teaching contexts indicated domain

Meetings on the use of

learners feedback should
clarified and should be There shoud be an
· Participated in collegial discussions that utilized in LAC planning inclusion of learners
Curriculum and Planning use teacher and learner feedback to enrich 5 3 60% -2
thus LAC sessions are feedback in LAC planning
teaching practice
conducted to enhance and sessions
teachers' skills and work
ethics.
 · Selected, developed, organized and used Using ICT integration as Using appropriate teaching
appropriate teaching and learning resources, 5 4 80% -1 teaching and learning and learning resources
including ICT, to address learning goals resource including ICT

Diagnostic test for Grade

one only invloves reading
and number recognition
following the bridging
· Designed, selected, organized and used pattern from Kindergarten. Summative Tests should be
diagnostic, formative and summative Table of specifications had provided with table of
5 3 60% -2
assessment strategies consistent with not been regularly utilized specifications for easier
curriculum requirements in creating formative test reference in item analysis
and even on summative
tests which are
standardized by the
division.

· Monitored and evaluated learner progress Irregular conduct of Conduct of

and achievement using learner attainment 5 3 60% -2 parent-teacher conferences Regular/Quarterly Parent-
data. due to time constraints Teacher Conferences
Assessment and
Reporting
 · Monitored and evaluated learner progress Irregular conduct of Conduct of
and achievement using learner attainment 5 3 60% -2 parent-teacher conferences Regular/Quarterly Parent-
data. due to time constraints Teacher Conferences
Assessment and
Reporting
 Reporting

Anecdotal records are not There should be

regularly updated that it
· Communicated promptly and clearly the
requires time which could
learner needs, progress and achievement to 5 3 60% -2
compromise some of the
key stakeholders, including parents/guardians workloads which could be
the most prriority.
orientations and standards
in filing anecdotal records
which could initiate
regular utilization of these
records in all grade levels.

There shoud be
opportunties given to all
· Performed various related
Non-exposure on seminars teachers for professional
works/activities that contribute to the 5 5 100% 0
and trainings. growth as to contribute to
teaching-learning process
the teaching-learning
process.

Facilitating Factors (Conditions or circumstances that have helped in achievement of the targets):
Checklist and guides had helped the teachers to identify measures of verifications from which they categorized their accomplishment on the indicated domains.

Hindering Factors (Conditions or circumstances that act as obstacles in the attainement of your targets):
The span of time should be quite enough for the teachers to complete all the requirements for this performance review.

Strategies to Address the Problems (Interventions or actions employed to address the problems):
There should be an agreement made by the rater and the ratee of when he/she should present his/her accomplishment for final performance review.

Effective Practices (Strategies, programs, activties which have produces desired results or have led the schools to achieve its targets):
Regular/Monthly monitoring of accomplishments made by teachers in each grade level

Coaching and Mentoring , Working collaboratively in achieving targets

Prepared by: Reviewed by: Noted by:

REYSELL Z. PADOLINA MICHELLE M. LLARENA RODEL B. CAPINPIN

Teacher Head teacher/Master Teacher School Head
Enclosure 2 to Division Memorandumm No. 368 s. 2018
Republic of the Philippines
Department of Education
Region IV - A CALABARZON
DIVISION OF CALAMBA CITY
Monitoring and Evaluation Section
Form 1
TEACHER'S MIDYEAR PERFORMANCE REVIEW

Teacher: MARIETA M. CANLAS School: LAWA ELEMENTARY SCHOOL

Position/Designation: TEACHER I School Head: RODEL B. CAPINPIN
Quarter: FIRST TO SECOND Date of Review: October 26, 2018

Actual % of
KEY RESULT AREAS Variance Reason for Variance Planning Implications
OBJECTIVES Target (T) (A)Accomplis Accomplishment
(KRAs) hment (Actual - Target) (Concerns, Issues, Gaps, (How would the variance affect
(A/T)* 100
Problems) the school AIP?)

Strategic Planning in
Formulating performance formulating performance
· Applied knowledge of content within and
5 4 80% -1 tasks highlighting the task suited for Grade One
across curriculum teaching areas.
indicated domain highlighting the indicated
domain

Content Knowledge and

Pedagogy
Content Knowledge and
Pedagogy

Strategic Planning in
· Used a range of teaching strategies that Formulating performance formulating performance
enhance learner achievement in literacy and 5 4 80% -1 tasks highlighting the task suited for Grade One
numeracy skills. indicated domain highlighting the indicated
domain

· Managed classroom structure to engage Using class management

Using appropriate class
learners, individually or in groups, in strategies inappropriate to
management strategies
meaningful exploration, discovery and hands- 5 4 80% -1 learners and settings
highlighting the indicated
on activities within a range of physical highlighting the indicated
domain
learning environments domain

Using class management

· Managed learner behavior constructively strategies inappropriate to
Using appropriate class
Learning Environment management strategies
by applying positive and non-violent
and Diversity of 5 4 80% -1 learners and settings
discipline to ensure learning-focused highlighting the indicated
Learners highlighting the indicated
environments domain
domain
 Using differentiated,
Using differentiated,
· Used differentiated, developmentally developmentally learning
developmentally
appropriate learning experiences to address experiences inappropriate
5 4 80% -1 appropriate learning
learners’ gender, needs, strengths, interests to learners and settings
experiences highlighting
and experiences highlighting the indicated
the indicated domain
domain

· Planned, managed and implemented

Formulating instructional
Developing instructional
developmentally sequenced teaching and materials suited for Grade
5 4 80% -1 materials highlighting the
learning process to meet curriculum One highlighting the
indicated domain
requirements and varied teaching contexts indicated domain

Meetings on the use of

learners feedback should
clarified and should be There shoud be an
· Participated in collegial discussions that utilized in LAC planning inclusion of learners
Curriculum and Planning use teacher and learner feedback to enrich 5 3 60% -2
thus LAC sessions are feedback in LAC planning
teaching practice
conducted to enhance and sessions
teachers' skills and work
ethics.
 · Selected, developed, organized and used Using ICT integration as Using appropriate teaching
appropriate teaching and learning resources, 5 4 80% -1 teaching and learning and learning resources
including ICT, to address learning goals resource including ICT

Diagnostic test for Grade

one only invloves reading
and number recognition
following the bridging
· Designed, selected, organized and used pattern from Kindergarten. Summative Tests should be
diagnostic, formative and summative Table of specifications had provided with table of
5 3 60% -2
assessment strategies consistent with not been regularly utilized specifications for easier
curriculum requirements in creating formative test reference in item analysis
and even on summative
tests which are
standardized by the
division.

· Monitored and evaluated learner progress Irregular conduct of Conduct of

and achievement using learner attainment 5 3 60% -2 parent-teacher conferences Regular/Quarterly Parent-
data. due to time constraints Teacher Conferences
Assessment and
Reporting
 · Monitored and evaluated learner progress Irregular conduct of Conduct of
and achievement using learner attainment 5 3 60% -2 parent-teacher conferences Regular/Quarterly Parent-
data. due to time constraints Teacher Conferences
Assessment and
Reporting
 Reporting

Anecdotal records are not There should be

regularly updated that it
· Communicated promptly and clearly the
requires time which could
learner needs, progress and achievement to 5 3 60% -2
compromise some of the
key stakeholders, including parents/guardians workloads which could be
the most prriority.
orientations and standards
in filing anecdotal records
which could initiate
regular utilization of these
records in all grade levels.

There shoud be
opportunties given to all
· Performed various related
Non-exposure on seminars teachers for professional
works/activities that contribute to the 5 3 60% -2
and trainings. growth as to contribute to
teaching-learning process
the teaching-learning
process.

Facilitating Factors (Conditions or circumstances that have helped in achievement of the targets):
Checklist and guides had helped the teachers to identify measures of verifications from which they categorized their accomplishment on the indicated domains.

Hindering Factors (Conditions or circumstances that act as obstacles in the attainement of your targets):
The span of time should be quite enough for the teachers to complete all the requirements for this performance review.

Strategies to Address the Problems (Interventions or actions employed to address the problems):
There should be an agreement made by the rater and the ratee of when he/she should present his/her accomplishment for final performance review.

Effective Practices (Strategies, programs, activties which have produces desired results or have led the schools to achieve its targets):
Regular/Monthly monitoring of accomplishments made by teachers in each grade level

Coaching and Mentoring , Working collaboratively in achieving targets

Prepared by: Reviewed by: Noted by:

MARIETA M. CANLAS MICHELLE M. LLARENA RODEL B. CAPINPIN

Teacher Head teacher/Master Teacher School Head
Enclosure 2 to Division Memorandumm No. 368 s. 2018
Republic of the Philippines
Department of Education
Region IV - A CALABARZON
DIVISION OF CALAMBA CITY
Monitoring and Evaluation Section
Form 1
TEACHER'S MIDYEAR PERFORMANCE REVIEW

Teacher: ART JOSEPH L. SERNADILLA School: LAWA ELEMENTARY SCHOOL

Position/Designation: TEACHER I School Head: RODEL B. CAPINPIN
Quarter: FIRST TO SECOND Date of Review: October 26, 2018

Actual % of
KEY RESULT AREAS Variance Reason for Variance Planning Implications
OBJECTIVES Target (T) (A)Accomplis Accomplishment
(KRAs) hment (Actual - Target) (Concerns, Issues, Gaps, (How would the variance affect
(A/T)* 100
Problems) the school AIP?)

Strategic Planning in
Formulating performance formulating performance
· Applied knowledge of content within and
5 4 80% -1 tasks highlighting the task suited for Grade Five
across curriculum teaching areas.
indicated domain highlighting the indicated
domain

Content Knowledge and

Pedagogy
Content Knowledge and
Pedagogy

Strategic Planning in
· Used a range of teaching strategies that Formulating performance formulating performance
enhance learner achievement in literacy and 5 3 60% -2 tasks highlighting the task suited for Grade Five
numeracy skills. indicated domain highlighting the indicated
domain

· Managed classroom structure to engage Using class management

Using appropriate class
learners, individually or in groups, in strategies inappropriate to
management strategies
meaningful exploration, discovery and hands- 5 3 60% -2 learners and settings
highlighting the indicated
on activities within a range of physical highlighting the indicated
domain
learning environments domain

Using class management

· Managed learner behavior constructively strategies inappropriate to
Using appropriate class
Learning Environment management strategies
by applying positive and non-violent
and Diversity of 5 4 80% -1 learners and settings
discipline to ensure learning-focused highlighting the indicated
Learners highlighting the indicated
environments domain
domain
 Using differentiated,
Using differentiated,
· Used differentiated, developmentally developmentally learning
developmentally
appropriate learning experiences to address experiences inappropriate
5 3 60% -2 appropriate learning
learners’ gender, needs, strengths, interests to learners and settings
experiences highlighting
and experiences highlighting the indicated
the indicated domain
domain

· Planned, managed and implemented

Formulating instructional
Developing instructional
developmentally sequenced teaching and materials suited for Grade
5 4 80% -1 materials highlighting the
learning process to meet curriculum One highlighting the
indicated domain
requirements and varied teaching contexts indicated domain

Meetings on the use of

learners feedback should
clarified and should be There shoud be an
· Participated in collegial discussions that utilized in LAC planning inclusion of learners
Curriculum and Planning use teacher and learner feedback to enrich 5 3 60% -2
thus LAC sessions are feedback in LAC planning
teaching practice
conducted to enhance and sessions
teachers' skills and work
ethics.
 · Selected, developed, organized and used Using ICT integration as Using appropriate teaching
appropriate teaching and learning resources, 5 4 80% -1 teaching and learning and learning resources
including ICT, to address learning goals resource including ICT

Table of specifications had

not been regularly utilized
· Designed, selected, organized and used
in creating formative test
Summative Tests should be
diagnostic, formative and summative provided with table of
5 4 80% -1 and even on summative
assessment strategies consistent with specifications for easier
tests which are
curriculum requirements reference in item analysis
standardized by the
division.

· Monitored and evaluated learner progress Irregular conduct of Conduct of

and achievement using learner attainment 5 3 60% -2 parent-teacher conferences Regular/Quarterly Parent-
data. due to time constraints Teacher Conferences
Assessment and
Reporting
 · Monitored and evaluated learner progress Irregular conduct of Conduct of
and achievement using learner attainment 5 3 60% -2 parent-teacher conferences Regular/Quarterly Parent-
data. due to time constraints Teacher Conferences
Assessment and
Reporting
 Reporting

Anecdotal records are not There should be

regularly updated that it
· Communicated promptly and clearly the
requires time which could
learner needs, progress and achievement to 5 3 60% -2
compromise some of the
key stakeholders, including parents/guardians workloads which could be
the most prriority.
orientations and standards
in filing anecdotal records
which could initiate
regular utilization of these
records in all grade levels.

There shoud be
opportunties given to all
· Performed various related
Non-exposure on seminars teachers for professional
works/activities that contribute to the 5 4 80% -1
and trainings. growth as to contribute to
teaching-learning process
the teaching-learning
process.

Facilitating Factors (Conditions or circumstances that have helped in achievement of the targets):
Checklist and guides had helped the teachers to identify measures of verifications from which they categorized their accomplishment on the indicated domains.

Hindering Factors (Conditions or circumstances that act as obstacles in the attainement of your targets):
The span of time should be quite enough for the teachers to complete all the requirements for this performance review.

Strategies to Address the Problems (Interventions or actions employed to address the problems):
There should be an agreement made by the rater and the ratee of when he/she should present his/her accomplishment for final performance review.

Effective Practices (Strategies, programs, activties which have produces desired results or have led the schools to achieve its targets):
Regular/Monthly monitoring of accomplishments made by teachers in each grade level

Coaching and Mentoring , Working collaboratively in achieving targets

Prepared by: Reviewed by: Noted by:

ART JOSEPH L. SERNADILLA MICHELLE M. LLARENA RODEL B. CAPINPIN

Teacher Head teacher/Master Teacher School Head
Enclosure 2 to Division Memorandumm No. 368 s. 2018
Republic of the Philippines
Department of Education
Region IV - A CALABARZON
DIVISION OF CALAMBA CITY
Monitoring and Evaluation Section
Form 1
TEACHER'S MIDYEAR PERFORMANCE REVIEW

Teacher: ROMERICO M. CUEVAS School: LAWA ELEMENTARY SCHOOL

Position/Designation: TEACHER I School Head: RODEL B. CAPINPIN
Quarter: FIRST TO SECOND Date of Review: October 26, 2018

Actual % of
KEY RESULT AREAS Variance Reason for Variance Planning Implications
OBJECTIVES Target (T) (A)Accomplis Accomplishment
(KRAs) hment (Actual - Target) (Concerns, Issues, Gaps, (How would the variance affect
(A/T)* 100
Problems) the school AIP?)

Strategic Planning in
Formulating performance formulating performance
· Applied knowledge of content within and
5 4 80% -1 tasks highlighting the task suited for Grade Five
across curriculum teaching areas.
indicated domain highlighting the indicated
domain

Content Knowledge and

Pedagogy
Content Knowledge and
Pedagogy

Strategic Planning in
· Used a range of teaching strategies that Formulating performance formulating performance
enhance learner achievement in literacy and 5 4 80% -1 tasks highlighting the task suited for Grade Five
numeracy skills. indicated domain highlighting the indicated
domain

· Managed classroom structure to engage Using class management

Using appropriate class
learners, individually or in groups, in strategies inappropriate to
management strategies
meaningful exploration, discovery and hands- 5 3 60% -2 learners and settings
highlighting the indicated
on activities within a range of physical highlighting the indicated
domain
learning environments domain

Using class management

· Managed learner behavior constructively strategies inappropriate to
Using appropriate class
Learning Environment management strategies
by applying positive and non-violent
and Diversity of 5 3 60% -2 learners and settings
discipline to ensure learning-focused highlighting the indicated
Learners highlighting the indicated
environments domain
domain
 Using differentiated,
Using differentiated,
· Used differentiated, developmentally developmentally learning
developmentally
appropriate learning experiences to address experiences inappropriate
5 4 80% -1 appropriate learning
learners’ gender, needs, strengths, interests to learners and settings
experiences highlighting
and experiences highlighting the indicated
the indicated domain
domain

· Planned, managed and implemented

Formulating instructional
Developing instructional
developmentally sequenced teaching and materials suited for Grade
5 4 80% -1 materials highlighting the
learning process to meet curriculum One highlighting the
indicated domain
requirements and varied teaching contexts indicated domain

Meetings on the use of

learners feedback should
clarified and should be There shoud be an
· Participated in collegial discussions that utilized in LAC planning inclusion of learners
Curriculum and Planning use teacher and learner feedback to enrich 5 3 60% -2
thus LAC sessions are feedback in LAC planning
teaching practice
conducted to enhance and sessions
teachers' skills and work
ethics.
 · Selected, developed, organized and used Using ICT integration as Using appropriate teaching
appropriate teaching and learning resources, 5 4 80% -1 teaching and learning and learning resources
including ICT, to address learning goals resource including ICT

Table of specifications
had not been regularly
· Designed, selected, organized and used
utilized in creating
Summative Tests should be
diagnostic, formative and summative provided with table of
5 3 60% -2 formative test and even on
assessment strategies consistent with specifications for easier
summative tests which are
curriculum requirements reference in item analysis
standardized by the
division.

· Monitored and evaluated learner progress Irregular conduct of Conduct of

and achievement using learner attainment 5 3 60% -2 parent-teacher conferences Regular/Quarterly Parent-
data. due to time constraints Teacher Conferences
Assessment and
Reporting
 · Monitored and evaluated learner progress Irregular conduct of Conduct of
and achievement using learner attainment 5 3 60% -2 parent-teacher conferences Regular/Quarterly Parent-
data. due to time constraints Teacher Conferences
Assessment and
Reporting
 Reporting

Anecdotal records are not There should be

regularly updated that it
· Communicated promptly and clearly the
requires time which could
learner needs, progress and achievement to 5 3 60% -2
compromise some of the
key stakeholders, including parents/guardians workloads which could be
the most prriority.
orientations and standards
in filing anecdotal records
which could initiate
regular utilization of these
records in all grade levels.

There shoud be
opportunties given to all
· Performed various related
teachers for professional
works/activities that contribute to the 5 5 100% 0
growth as to contribute to
teaching-learning process
the teaching-learning
process.

Facilitating Factors (Conditions or circumstances that have helped in achievement of the targets):
Checklist and guides had helped the teachers to identify measures of verifications from which they categorized their accomplishment on the indicated domains.

Hindering Factors (Conditions or circumstances that act as obstacles in the attainement of your targets):
The span of time should be quite enough for the teachers to complete all the requirements for this performance review.

Strategies to Address the Problems (Interventions or actions employed to address the problems):
There should be an agreement made by the rater and the ratee of when he/she should present his/her accomplishment for final performance review.

Effective Practices (Strategies, programs, activties which have produces desired results or have led the schools to achieve its targets):
Regular/Monthly monitoring of accomplishments made by teachers in each grade level

Coaching and Mentoring , Working collaboratively in achieving targets

Prepared by: Reviewed by: Noted by:

ROMERICO M. CUEVAS MICHELLE M. LLARENA RODEL B. CAPINPIN

Teacher Head teacher/Master Teacher School Head
Enclosure 2 to Division Memorandumm No. 368 s. 2018
Republic of the Philippines
Department of Education
Region IV - A CALABARZON
DIVISION OF CALAMBA CITY
Monitoring and Evaluation Section
Form 1
TEACHER'S YEAR END PERFORMANCE REVIEW

Teacher: MICHELLE N. YMPAL School: JOSE RIZAL MEMORIAL SCHOOL

Position/Designation: TEACHER I School Head: MR. BYRON A. MANALANG
Quarter: THIRD TO FOURTH Date of Review: March 30, 2016

Actual % of
KEY RESULT AREAS
OBJECTIVES Target (T) (A)Accomplis Accomplishment Variance Reason for Variance
(KRAs) hment (Actual - Target) (Concerns, Issues, Gaps,
(A/T)* 100
Problems)

Prepares daily lesson plan with Formulating performance

appropriate, adequate and updatyed 5 2 40% -3 tasks highlighting the
instructional materials. indicated domain

Teaching Learning
Process 20%
 Teaching Learning Produce/Provide intructional
Process 20% materials/projects in EPP every Quarterly Action research is not yet
5 2 40% -3
that are congruent to the objectives of completed
lesson plan.

Formulating performance
Improved/Maintain Home Economics
5 2 40% -3 tasks highlighting the
Building. indicated domain

Increase the no. of pupils with 80% final

Pupil's Outcome 20% 5 2 40% -3 Time on task is considered
grade in EPP every grading period.

Using class management

strategies inappropriate to
Increase MPS in EPP of Grade VI pupils
5 1 20% -4 learners and settings
in Periodical Test. highlighting the indicated
domain
 Produce/Provide intructional
materials/projects in EPP every Quarterly Sharing is done only within
5 2 40% -3
that are congruent to the objectives of the grade level
lesson plan.

Using differentiated,
developmentally learning
Participates in an outreach program experiences inappropriate to
5 2 40% -3
(Feeding Program) learners and settings
highlighting the indicated
domain

Meetings on the use of

Participates / Attends local/ National learners feedback should
Community Involvement
Deped related activities and programs. clarified and should be
20%
utilized in LAC planning
Laguna Day (June 19), Rizal Day (Dec. 5 2 40% -3
thus LAC sessions are
30), Alay Lakad , School Intramurals, conducted to enhance
Teachers Day teachers' skills and work
ethics.

Lack of time to advise and

Participates in SLAC se.ssions during the
5 2 40% -3 guide the collegues for the
rating period specific domain
 Lack of time to advise and
Serve as coordinator and traines/coach in
5 1 20% -4 guide the collegues for the
school related programs and activities. specific domain

Table of specifications had

Professional not been regularly utilized
Development 30% Attended K-12 seminars and In-service in creating formative test
5 2 40% -3
Trainings required by the school. (INSET) and even on summative
tests which are standardized
by the division.

Irregular conduct of parent-

Enrolled in Graduate Studies for self
5 1 20% -4 teacher conferences due to
growth and development time constraints

Plus Factor 10% Serve as H.E Coordinato 5 2 40% -3

 Plus Factor 10% Serve as H.E Coordinato 5 2 40% -3

Facilitating Factors (Conditions or circumstances that have helped in achievement of the targets):
Checklist and guides had helped the teachers to identify measures of verifications from which they categorized their accomplishment on the indicated domains.

Hindering Factors (Conditions or circumstances that act as obstacles in the attainement of your targets):
The span of time should be quite enough for the teachers to complete all the requirements for this performance review.

Strategies to Address the Problems (Interventions or actions employed to address the problems):
There should be an agreement made by the rater and the ratee of when he/she should present his/her accomplishment for final performance review.

Effective Practices (Strategies, programs, activties which have produces desired results or have led the schools to achieve its targets):
Regular/Monthly monitoring of accomplishments made by teachers in each grade level

Coaching and Mentoring , Working collaboratively in achieving targets

Prepared by: Reviewed by: Noted by:

MICHELLE N. YMPAL Mr. BYRON A. MANALANG

Teacher 1 School Head
MEMORIAL SCHOOL
MANALANG
Year End

Planning Implications
(How would the variance affect
the school AIP?)

Strategic Planning in
formulating performance
task suited for Grade Five
highlighting the indicated
domain
Continuos implementation
of the action research to
improve the reading ability
of Grade 1 pupils

Strategic Planning in
formulating performance
task suited for Grade Five
highlighting the indicated
domain

Strategic Planning in
providing time to work
with collegues

Using appropriate class

management strategies
highlighting the indicated
domain
Plan to work with
collegues at least in the
school / distrci level.

Using differentiated,
developmentally
appropriate learning
experiences highlighting
the indicated domain

There shoud be an
inclusion of learners
feedback in LAC planning
and sessions

Have a plan to guide and

advise especially the
newly hired teachers
 Have a plan to guide and
advise especially the
newly hired teachers

Summative Tests should be

provided with table of
specifications for easier
reference in item analysis

Conduct of
Regular/Quarterly Parent-
Teacher Conferences

There shoud be
opportunties given to all
teachers for professional
growth as to contribute to
the teaching-learning
process.
 There shoud be
opportunties given to all
teachers for professional
growth as to contribute to
the teaching-learning
process.

dicated domains.

eview.
Name of Employee Development Needs Recommended Development Intervention
Remarks