Individual Performance Commitment and Review Form

Name of Employee: MARLON T. VILLALUZ, MAMT

Position: TEACHER III
Review Period: SY 2015-2016
Bureau/Center/Service/Division:

Weight per
MFOs KRAs OBJECTIVES TIMELINE
KRA

1. Teaching-
Learning Process 1. Prepared Daily Lessson Plans/Daily
Lesson Logs (per DepEd Order No. 42, s. Daily 40%
2015)

Daily 40%

Daily 40%

Basic
Elementary
Daily 40%
Education
Service

Daily 40%

Daily 40%

2. Facilitated learning in the school

through functional lesson plans, daily
logs and innovative teaching Daily 40%
strategies.
and Review Form

Name of Rater:
Position:
Date of Review:

PERFORMANCE INDICATORS (Quality, Efficiency, Timelines)

Quality
DLP/DLL with complete parts filled up -All parts well
accomplished based on Budget of Work/CG -Each part
with appropriate description and examples -Reflection
describes end result of the DLP/DLL -Evaluation is
supported with notations
Efficiency
-DLP/DLL prepared on time -Objectives are expressed
following SMART criteria -Activities are varied -DLP/DLL
adheres to standards (format, contents per DepEd
Order 42, s. 2015) -Evidence of coherence in objectives,
activities and assessment/evaluation

2. Each part had a full description of what to do with an

example

3. Objective was specific, measurable, attainable,

result-oriented and time-bound

4. 130% and above developed high order thinking skills

5. Attained 130% and above of the desired learning

competencies

6. 130% and above based on the budget of work

DLP/DLL aligned to CG with challenging and measurable

objectives -Objectives address individual differences -100% objectiveness as specified in the CG used -100%
and learning styles -DLP/DLL provides both individual of the activities prepared aligned to the DepEd VMCV
and collaborative activities to all learners -ICT is -Performance activities assigned are authentic
integrated lesson -Cooperative learning strategies used -Evidence of 100% Localized/contextualized
-Results of previous students' assessment used as basis materials/activities -ICT integrated
for follow-up activities
 MRS. JULIA P. MACAHIG, MAEd
ESP I
March 14, 2016

TO BE FILLED DURING EVALUATION

fficiency, Timelines) A
Timelines Quality

One DLP/DLL for two days checked a week before Completed 5 parts of daily lesson plan.

Each part had a full description with example.

Objective was ststed with 2 behavioral indicator

and 1 missing.

Attained 115%- 129% developed HOTS.

Attained 115%-129% of the desired learning

competencies.

Attained 115%-129% of the desired of the budget

of work.

The established measurable goals for student

Target timelines met 100%
learning that is aligned with PELC
AEd

ACTUAL RESULTS RATING

Efficiency Timelines Q E T

5 5 4

5 5 4

5 5 4

5 5 4

5 5 4

5 5 4

5 5 4
RATING SCORE
Ave. *

5.0 2.00

5.0 2.00

5.0 2.00

5.0 2.00

5.0 2.00

5.0 2.00

5.0 2.00
 Individual Performance Commitment and Review Form

Bureau/Center/Service/Division:

Weight per
MFOs KRAs OBJECTIVES TIMELINE
KRA

1. Teaching-
Learning Process
Daily 40%

Daily 40%

Daily 40%

2. Facilitated learning in the school

through functional lesson plans, daily
Daily 40%
logs and innovative teaching
strategies.

Weekly 40%
Basic
Elementary
Education
Service
Quarterly 40%

Daily 40%

3. Initiated discipline of students

including classroom rules, guidelines,
Quarterly 40%
and individual and group tasks within
the rating period

4. Monitored attendance, diversity Daily 40%

appreciation, safe, positive and
motivating environment, overall
physical atmosphere, cleanliness and
orderliness of classrooms including
proper waste disposal Daily 40%

* To get the score, the rating is multiplied by the weight assigned

and Review Form

PERFORMANCE INDICATORS (Quality, Efficiency,Timelines)

Quality Efficiency

2. The goal reflected a range of student learner needs.

3. Has provided individual activities for a 130% and

above of the classes handled for the rating period

4. Teaching methods and strategies elicited 130% and

above interaction from a class

5. Inductive method/deductive method was 130% and

above used in teaching a lesson

6. Cooperative learning strategies was 130% and above

effective when used

7. ICT integration is 130% and above evident

8. Results of student observation/appraisal are 130%

and above used
-Classroom rulesas basis
and for follow-up
policies clearly explained as
-100% individual journals of students kept -100%
evidenced by 0% classroom related behaviour problems
untoward behaviour/s recorded in the individual's
of students -Routine activities in the classroom
journal -Timely and appropriate disciplinary action/s
understood by students as evidenced by 0%
provided to students concerned properly recorded
misbehaving students report -Routine activities during
-Structure of classroom leadership and mechanism well
learning interactive sessions well defined and followed
defined as evidenced with the written ToRs -Student
by students as evidenced by 0% confusion
leaders establish leadership roles in the classroom
-Mechanisms
100% timely, organized by the teacher
accurate checking to maintain
of attendance done as especially in theConference
DORP in place, absence ofofthe teacher
parents for-100%
truant
order and discipline
evidenced in the classroom
in SF1, Classroom withunnecessary
is free from defined roles
students' conducted
students report cardsasreflect descriptive
evidenced with the rating of the
minutes,
-Student leadership
files, waste, established
structures unbecoming and of
facilitate
the eyes,order and
Chair students'
Child behaviours
friendly classroom as evidenced of the absence of
discipline
to studentinratio
the is
classroom
1:1, Waste segregation is evidenced
any hazard, Systematic checking of attendance
as seen in the waste receptacles provided, Classroom is
established, Corners/structures in the classroom are
structured appropriately according to subjects/lessons,
utilized for learning purposes, Effective and practical
Physical layout of the class contribute to conductive
structuring of classrooms
atmosphere of learners.
2. Attendance checking was 130% and above
systematically carried out
 TO BE FILLED DURING EVALUATION
fficiency,Timelines) A
Timelines Quality

Reflected a range of goals of student learner

needs.

Provided individual activities for a 115-129% of

the class handled.

Has elicited teaching methods and strategies

129% interaction from class.

Used inductive/deductive method for 115-129%

teaching used

Used inductive/deductive method for 115-129%

teaching used

Has 130% ICT integration

130% results of student observation/appraisal as

basis for follow -up.

130% of the pupils were guided in the

observation of classroom rules and guidelines as
Within the SY to start June
evidenced by descriptive rating in the report
card/journal.

Within the SY but with innovations once every grading 140% maintained safety, orderliness and
period cleanliness of floors and proper waste disposal.

140% systematically in checking attendance.

RATING For KRA 1

 ACTUAL RESULTS RATING
Efficiency Timelines Q E T

4 4 4

4 5 4

5 4 5

4 4 4

5 4 4

5 5 4

5 5 4

4 4 4

5 5 4

5 5 4

A1
RATING SCOR
Ave. E*

4.0 1.60

4.0 1.60

5.0 2.00

4.0 1.60

4.0 1.60

5.0 2.00

5.0 2.00

4.0 1.60

5.0 2.00

5.0 2.00

1.059
 Individual Performance Commitment and Review Form

Bureau/Center/Service/Division:

Weight per
MFOs KRAs OBJECTIVES TIMELINE
KRA

2. Pupil 1. Monitored and evaluated and

Outcomes maintained pupils/students' progress
Daily 30%

Quarterly 30%

Quarterly 30%

Quarterly 30%

Basic
Elementary
Quarterly 30%
Education
Service

Quarterly 30%

June and
March
30%

2. Conducted remediation/enrichment
programs to improve performance
indicators Daily 30%

3. Maintained updated students'

school records
30%

* To get the score, the rating is multiplied by the weight assigned

and Review Form

PERFORMANCE INDICATORS (Quality, Efficiency,Timelines)

100% formative tests and other types of assessment
Quality
activities conducted are recorded, Regular conduct of
formative tests and other types assessment,
Assessment is varied and well planned, Test questions
are in the test item bank, Class records/Score sheets
updated, Records of students needing
intervention/remediation established, 100% Students
prepare portfolio, Performance activities are authentic
and evidenced-based
2. Class record reflected the bases of 130% and above
of pupils rating in all classes/subject areas handled
Efficiency
Table of Specifications match ever test material, Test
item bank updated, Analysis of test results done with
evidence, Class rtecords/score sheets in the custody of
the teacher and made available anytime,
Intervention/remediation activities conducted, Students'
portfolio checked regularly by the teacher, Performance
activities are collaborative with other subject areas

3. Students' portfolio contained 130% and above of his

accomplishment

4. Table of Specifications is 130% and above prepared

for test that require it

5. Table of Specifications showed 130% and above

congruents between content and skills tested

6. Test questions were 130% and above logically

sequenced

7. Pretest and posttest were 130% and above

administered in all classes/in all subject area
100% remediation/enrichment
(supported by analysis report on activities
subject are
areaevidence-
per
based, Timely remediation/enrichment
class/grade level) activities Action plan prepared before remediation/enrichment
conducted, List of students needing remediation is activities conducted, Priority list of learners according
available, Remediation/Enrichment activities are to the ends are also prepared, Localized materials are
appropriate to the needs of the target beneficiaries with prepared to be used for the remediation/enrichment
evidences, Remediation/Enrichment activities are activities, Results of remediation/enrichment activities
conducted without sacrificing class schedules, are tracked down, 100% of the target students got 85%
Mechanisms are established to conduct passing score at the end of the remediation/enrichment
remediation/enrichment activities for students, session, Parental support is evident in the efforts of the
100% of students has a activities
Remdiation/Enrichment record of are
updated Formto137,
provided 100% teacher in records
conducting
All school free the
fromremediation/enrichment
errors, all school records
Form
of students needing them, 0 drop out the end of 100%
138, Form 9 in the custody of the teacher, the SY, activities
made available anytime in school, School form 5
School
0 failureForm
rate5atisthe
error-free, Updated
end of the SY School Register,
submitted on time, School Register updated, Class
100% of the class has portfolio/journal, 100% of
portfolio/journal prepared according to specs, Analysis
subjects taught have score sheets and grading sheets,
of the results of the test/assessment made ready
0% issue from parents on grades of students
 TO BE FILLED DURING EVALUATION
fficiency,Timelines) A
Timelines Quality

The teacher explain the various uses of

Within the SY
explanation to the students.

Class record reflected the bases of 130% of

pupils rating in all subjects handled.

Student's porfolio contained what is been

accomplished.

Table of Specification is 130% prepared for test

that is required.

Table of Specification is 130% congruent to the

content and skills tested.

Test questions were 140% logically sequenced

Pretest and posttest were 140% administered in

all subjects

With 140% remediation/enrichment program is

Within the SY
given to students who need it.

Within SY 140% MPS/GSA

RATING FOR KRA 2

 ACTUAL RESULTS RATING
Efficiency Timelines Q E T

5 5 4

5 5 3

5 5 5

5 5 4

5 5 5

5 5 4

5 5 4

5 5 4

4 4 4

2
RATING SCOR
Ave. E*

5.0 1.50

4.0 1.20

5.0 1.50

5.0 1.50

5.0 1.50

5.0 1.50

5.0 1.50

5.0 1.50

4.0 1.20

1.433
 Individual Performance Commitment and Review Form

Bureau/Center/Service/Division:

Weight per
MFOs KRAs OBJECTIVES TIMELINE
KRA

3. Community 1. Conducted regular/periodic PTA

Involvement meetings/conferences
Quarterly 10%

2. Visited parents of students needing

Basic academic monitoring/ follow-up
Elementary
Education
Quarterly 10%
Service

3. Undertaken/initiated projects/
events/activities with external
funding/sponsorship within the target date
Quarterly 10%

* To get the score, the rating is multiplied by the weight assigned

4. Professional 1. Conducted Action Research

Growth and
Development Yearly 20%

2. Participated, initiated relevant training,

workshops, activities for personal and
professional development
Monthly 20%
Basic
Elementary
Education 3. Produced publication/ creative work for
Service School Paper/Division Publication/Acted as
adviser of school journalists
Yearly 20%

4. Receives special awards/ citation/

recognition for exemplary performance in
the National Level
Yearly 20%

* To get the score, the rating is multiplied by the weight assigned

COMMENTS/SUGGESTIONS:
and Review Form

PERFORMANCE INDICATORS (Quality, Efficiency,Timelines)

Quality Efficiency
At least one meeting per grading period, Agenda made
Regular PTA meeting conducted, Conduct of 4 special
specific, Agenda for special meeting clarified,
meetings of PTA, Clarity of the agenda for the meeting
Agreements set, Notice of the meeting served at least 5
called for, Minutes of the meeting recorded, Notice of
days before the date of the meeting, 100% attendance
the meeting served
achieved
List of SARDOs are evidenced based, Designed
intervention got approval from the Dept Head or
100% of the students identified as SARDOs are visited,
Principal, Schedule of Visits to SARDOs have approval
100% of the students identified as SARDOs have
from the principal, Schedule of visits does not interrupt
apprpriate designed intervention, 100% of the students
regular schedule of classes of teachers concerned,
visited have signed commitments of cooperation
Evidenced of improvement in the performance of the
SARDOs are recorded

1. 130% and above project accomplishment with full

documentation report on completion

Conducted two action research, Action research Proposal recommended by the Principal, Action
conducted address a major classroom issue, Action research approved by the SDO, Action research is
research is data-driven, All parts of action research timely, All data supporting the action research is
complete based on DepEd Order No., Interventions as system based, Interventions as result of the action
Attendance
result of theto training
action at theimplemented,
research School, District, Division,
Copy of the research is 100% implemented, Interventions is less
Regional & Central level which is
Action Research is submitted to the SDO DepEd related, expensive, Action Research is ICT supported
Attendance to other training which are not DepEd DepEd related training of any kind not less than 3 days,
related, served as Trainer, Facilitator, Resource Person Non-DepEd related training of any kind not less than 4
to a Training, Enrolment to graduate, post graduate days, Earned an aggregate of at least 24 units in either
studies, Acquired national certification to a specialized graduate or post graduate studies, With NCII, NCIII, or
training attended, Coached a winning student- NCIV, At least represented to the Regional Contest, As a
contestant in the School, District, Division, Region & 3-5 articles written published either at the regional,
chairman
Contributed
Central levelarticle in the
activities, school
Heads paper publication,
a Department, A member division or school publication, School campus journalists
Contributed articles
of any initiative in Division
at the the Division
levelpublication, released at least two issues of the school paper in a
Contributed articles in the daily commercial newspaper, year, School campus jouranlists garnered awards during
Served as adviser to school campus journalists, Served the division press conference, 3-5 articles appeared in a
as working staff to division publication, Produced a commercial newspaper, Served as Resource person in a
localized IMs, Authored an educational write up seminar related to writing, Localized IMs utilize in the
class
1. Receives special awards/citation/recognition for
exemplary performance in the National Level

DESCRIPTIVE RATING:
5.000 - 4.500 (OUTSTANDING)
4.499 - 3.500 (VERY SATISFACTORY)
3.499 - 2.500 (SATISFACTORY)
2.499 - 1.500 (UNSATISFACTORY)
1.499 & BELOW (POOR)
 TO BE FILLED DURING EVALUATION
fficiency,Timelines) A
Timelines Quality

Once every grading period as scheduled per DepEd

127% Accomplished set agreement.
issuance

Within the SY accoplished set visits successful intervention.

125% project accomplishment with full

documentation report on completion.

RATING FOR KRA 3

Identify classroom learning problems with

Within the SY
research proposal

At least two co-curricular/school activities with

Within the SY
documented results and partcicpated.

Produce publication /creative work and similar

Within the SY
publication in school.

Received special awards/citation/recognition for

exemplary performance in district/barangay
level.

RATING FOR KRA 4

 ACTUAL RESULTS RATING
Efficiency Timelines Q E T

5 5 5

5 4 4

5 5 5

5 3 1

5 5 5

5 4 1

5 5 5

4
SUMMARY OF RATING
KRA 1 (40%)
KRA 2 (30%)
KRA 3 (10%)
KRA 4 (20%)
OVERALL RATING
DESCRIPTIVE RATING Very Sat
 RATING SCOR
Ave. E*

5.0 0.50

4.3 0.43

5.0 0.50

0.477

3.0 0.60

5.0 1.00

3.3 0.66

5.0 1.00

0.815

1.06
1.43
0.48
0.82
OVERALL RATING 3.78
Very Satisfactory
 COMPETENCIES
CORE BEHAVIORAL COMPETENCIES Rating

Self Management 2.20

1. Sets personal goals and direction, needs and development. 2

2. Undertakes personal actions and behaviors that are clear and purposive and
takes into account personal goals and values congruent to that of the organization.
2

3. Displays emotional maturity and enthusiasm for and is challenged by higher

goals.
4

4. Prioritize work tasks and schedules (through gantt charts, checklists, etc.) to
achieve goals.
1

5. Sets high quality, challenging, realistic goals for self and others. 2

Professionalism and Ethics 3.60

1. Demonstrates the values and behavior enshrined in the Norms of Conduct and
Ethical Standards for public officials and employees (RA 6713).
4

2. Practices ethical and professional behavior and conduct taking into account the
impact of his/her actions and decisions.
4

3. Maintains a professional image: being trustworthy, regularity of attendance and

punctuality, good grooming and communication.
4

4. Makes personal sacrifices to meet the organizations needs. 3

5. Acts with a sense of urgency and responsibility to meet the organizations needs,
improve systems and help others improve their effectiveness.
3

Result Focus 2.40

1. Achieves results with optimal use of time and resources most of the time. 2
2. Avoids rework, mistakes and wastage through effective work methods by placing
organizational needs before personal needs.
2
COMPETENCIES
CORE BEHAVIORAL COMPETENCIES Rating
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 3
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. 3

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, 2
customer satisfaction, morale, without setting any specific goal.

Teamwork 4.00

1. Willingly does his/her share of responsibility. 4

2. Promotes collaboration and removes barriers to teamwork and goal

accomplishment across the organization.
4

3. Applies negotiation principles in arriving at win-win agreements. 4

4. Drives consensus and team ownership of decisions. 4

5. Works constructively and collaboratively with others and across organizations to

accomplish organizational goals and objectives.
4

Service Orientation 2.20

1. Can explain and articulate organizational directions, issues and problems. 3

2. Takes personal responsibility for dealing with and/or correcting customer service
issues and concerns.
2

3. Initiates activities that promotes advocacy for men and women empowerment. 1

4. Participates in updating of office vision, mission, mandates and strategies based

on DepEd strategies and directions.
3
5. Develops and adopts service improvement programs through simplified
procedures that will further enhance service delivery.
2
 COMPETENCIES
CORE BEHAVIORAL COMPETENCIES Rating

Innovation 3.20

1. Examines the root cause of problems and suggests effective solutions. Fosters
new ideas, processes, and suggests better ways to do things (cost and/or 3
operational efficiency).

2. Demonstrates an ability to think beyond the box. Continuously focuses on

improving personal productivity to create higher value and results.
3

3. Promotes a creative climate and inspires co workers to develop original ideas or

solutions.
4

4. Translates creative thinking into tangible changes and solutions that improve the
work unit and organization.
3

5. Uses ingenious methods to accomplish responsibilities. Demonstrates

resourcefulness and the ability to succeed with minimal resources.
3

Achievement 3.60

1. Enjoys working hard. 4

2. Is action oriented and full of energy for the things he/she sees as challenging. 4

3. Not fearful of acting with a minimum of planning. 4

4. Seizes more opportunities than others. 3

5. Strategic thinker. 3

5 Role model; 4 Consistently demonstrates; 3 Most of the time demonstrates; 2 Sometim

Note: These ratings can be used for the developmental plans of the employee.
 COMPETENCIES
CORE BEHAVIORAL COMPETENCIES Rating

Managing Diversity 4.00

1. Respects all kinds and classes of people. 4

2. Deals effectively with all races, nationalities, cultures, disabilities, ages and both sexes. 4

3. Support equal and fair treatment and opportunity for all. 4

4. Applies equal standards and criteria to all classes. 4

5. Manifests cultural and gender sensitivity when dealing with people. 4

Accountability 3.20

1. Can be counted on to exceed goals successfully. 3

2. Steadfastly pushes self and others towards results. 3

3. Gets things done on time and optimum use of resources. 3

4. Builds team spirit. 3

5. Transacts with transparency. 4

Most of the time demonstrates; 2 Sometimes demonstrates; 1 Rarely demonstrates

tal plans of the employee.

 PART III: SUMMARY OF RATINGS

Final Performance Results

Accomplishments of KRAs and Objective
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 for

Name of Employee: MARLON T. VILLALUZ, MAMT

Signature:
Date:

PART IV: DEVELOPMEN

Strengths Development Needs

Self Management

Professionalism and Ethics

Result Focus

Teamwork

Service Orientation

Innovation
Achievement
Managing Diversity
Accountability

MARLON T. VILLALUZ, MAMT

Ratee
 PART III: SUMMARY OF RATINGS FOR DISCUSSION

al Performance Results Rating

shments of KRAs and Objectives 3.78
ntents of the performance as captured in this form.

RLON T. VILLALUZ, MAMT Name of Superior: MRS. JULIA P. MACAHIG, MAEd

Signature:
Date:

PART IV: DEVELOPMENT PLANS

Action Plan
(Recommended Developmental Timeline Resources Needed
Intervention)
1-YEAR CALINDAR OF ACTICITIES
MAKE A ONE-YEAR TO ONE-WEEK PLANS
ONE YEAR, (National, Division & School), DESK
PLUS APPLYING PARETO PRINCIPLE AND
QUARTERLY CALINDAR, PLANNER NOTEBOOK &
ANALYSIS
DAILY CHECKLIST

SET AND PRACTICE:

ONE YEAR, ALARM CLOCK, TABLE ORGANIZER,
3 Simple Tips to Improve your
MONTHLY REMINDER'S LIST, ODB QT GUIDE
Focus

DEVELOP AND APPLY:

ONE YEAR,
15 Customer Service Skills that Every EVALUATION CHECKLIST FORM
QUARTERLY
Employee Needs

LON T. VILLALUZ, MAMT MRS. JULIA P. MACAHIG, MAEd 0

Ratee Rater Approving Officer
 Resources Needed

1-YEAR CALINDAR OF ACTICITIES

(National, Division & School), DESK
CALINDAR, PLANNER NOTEBOOK &
DAILY CHECKLIST

ALARM CLOCK, TABLE ORGANIZER,

REMINDER'S LIST, ODB QT GUIDE

EVALUATION CHECKLIST FORM

0
Approving Officer
DEPED RPMS form - DEPED form -For Teacher