District of Bugasong: Individual Performance Commitment and Review Form (Ipcrf)

Republic of the Philippines
Department of Education
Region VI, Western Visayas
Division of Antique
District of Bugasong
ILAURES ELEMENTARY SCHOOL
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)
Name of Employee: AIDA P. MAAYO Name of Rater: MARY JEANETH A. SERVANDO
Position: TEACHER-III Position: HEAD TEACHER-III
Division: DEPEd ANTIQUE Date of Review: Apr-19
Rating Period: JUNE 2018-APRIL, 2019
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
Performance Indicators Rating
Weight Actual
MFOs KRAs Objectives Timeline Score
per KRA Results
Very Unsatisfactory Poor
QET Outstanding (5) Satisfactory (3) Q E T Ave
Satisfactory (4) (2) (1)
Basic 1. Content 1. Applied knowledge June 2018 7.50% Quality Showed Showed Showed Showed No acceptable
Education Knowledge and of content within and to March knowledge of knowledge of knowledge of knowledge of evidence was
4 4 4 4 0.3
Efficiency Submitted at least Submitted 3 Submitted 2 Submitted any 1 No
Services Pedagogy across curriculum 2019 content and its content and its content and its content and its shown
4 lessons using lessons using lessons using of the given MOV acceptable
teaching areas. integration within integration within integration within integration within
MOV 1 and MOV 1 and MOV 1 and evidence was
and across and across and across and
supported by any supported by any supported by any shown
subject areas as subject areas as subject areas as across subject
1 of the other 1 of the other 1 of the other
shown shown shown in MOV 1 areas as shown in
given MOV given MOV given MOV
inMOV1witha inMOV1witha with a rating of 5 MOV 1 with a
rating of 7 rating of 6 rating of 4
Timeliness
Weight Actual
MFOs KRAs Objectives Timeline Very Unsatisfactory Poor Score
per KRA QET Outstanding (5) Satisfactory (3) Results Q E T Ave
Basic 2. Used a range of June 2018 7.50% Quality Showed Showed Showed Showed No acceptable
Education teaching strategies to March knowledge of knowledge of knowledge of knowledge of evidence was
5 4 4 4.5 0.3375
Efficiency Facilitated using Facilitated using Facilitated using Facilitated using No acceptable
Services that enhance learner 2019 content and its content and its content and its content and its shown
different teaching different teaching different teaching different teaching evidence was
achievement in Timeliness integration within integration within integration within integration within
strategies that strategies that strategies that strategies that shown
literacy and and across and across and across and
promote reading, promote reading, promote reading, promote
numeracy skills. subject areas as subject areas as subject areas as across subject
writing and/or writing and/or writing and/or reading, writing
shown shown shown in MOV 1 areas as shown in
numeracy skills numeracy skills numeracy skills and/or numeracy
inMOV1witha inMOV1witha with a rating of 5 MOV 1 with a
as shown in MOV as shown in MOV as shown in MOV skills as shown in
rating of 7 rating of 6 rating of 4
1 with a rating of 1 with a rating of 1 with a rating of MOV 1 with a
7 6 5 rating of 4
Weight Actual
Basic 3. Applied a range of June 2018 7.50% Quality Used different Used different Used different
Used different No acceptable
Education teaching strategies to to March teaching teaching teaching teaching evidence was
4 5 5 4.5 0.3375
Efficiency Submitted at least Submitted 3 Submitted 2
Submitted 1 No acceptable
Services develop critical and 2019 strategies that strategies that strategies that
strategies that shown
4 lessons as lessons as lessons aslesson as evidence was
creative thinking, as Timeliness develop critical develop critical develop critical
develop critical
evidenced by evidenced by evidenced by
evidenced by any shown
well as other higher- and creative and creative and creative
and creative
MOV 1 and MOV 1 and MOV 1 and 1of the given
order thinking skills. thinking and/or thinking and/or thinking and/or
thinking and/or
supported by supported by supported by any
MOV
other HOTS as other HOTS as other HOTS as other HOTS as
any1ofthe other any1 of the other 1of the other
shown in MOV 1 shown in MOV 1 shown in MOV 1shown in MOV
with a rating of 7 with a rating of 6 withIndicators
Performance a rating of 5
1 with a rating Rating
Weight of 4 Actual
Basic 2. Learning 4. Managed June 2018 7.50% Quality Used classroom Used classroom Used classroom Used classroom No acceptable 5 5 5 5 0.375
Education Environment classroom to March Efficiency management
Submitted at management
Submitted 3 management
Submitted 2 management
Submitted 1 evidence was
No acceptable
Services and Diversity structure to engage 2019 strategies that strategies
least 4 lessons lessons that strategies
lessons as that strategies
lesson that shown
evidence was
of Learners learners, Timeliness engage learners
supported by engage
supported learners
by engage
evidenced learners
by engage
supportedlearners
by shown
individually or in in
MOV 1 and any in MOV 1 and any in MOV 1 and in
any of the
groups, in activities/tasks
1 of the other 1 of the other supported by activities/tasks
activities/tasks activities/tasks acceptable
meaningful as shown in
acceptable as shown in
acceptable as
anyshown
1of thein as
MOV shown in
exploration, MOV
MOV 1 with a MOV1witha
MOV MOV 1 with
other given a MOV 1with a
discovery and rating of 7 rating of 6 rating
MOV of 5 rating of 4
hands-on activities
within a range of
physical learning
environments.
Weight Actual
MFOs KRAs Objectives Timeline Score
per KRA Very Unsatisfactory Poor Results
Basic 5. Managed June 2018 7.50% Quality Applied teacher Used classroom Applied teacher Applied teacher No acceptable 5 4 4 4.5 0.3375
Education learner behavior to March Efficiency management
Submitted any 1 evidence was
No acceptable
Services constructively by 2019 strategies of
least 4 of the strategies that
least 4 of the strategies of
least 4 of the strategies
of the givenof shown
evidence was
applying positive Timeliness learner behavior engage learners learner behavior learner behavior
given strategies given strategies given strategies strategies as shown
and non-violent that promote in in
as observed as observed in that promote in that
as observed promote
observed in only
discipline to ensure positive
at least 4and activities/tasks
3 lessons positive
2 lessonsand positive
1 lessonand
learning- focused non-violent
lessons as shown in non-violent non-violent
environments. discipline as MOV1witha discipline as discipline as
shown in MOV rating of 6 shown in MOV shown in MOV
submitted with a Performancesubmitted with a submitted with a
Indicators Rating
MFOs KRAs Objectives Timeline
Weight rating of 7 rating of 5 rating of 4 Actual
Score
Basic 6. Used June 2018 7.50% Quality Applied Applied Applied Applied No acceptable 4 4 4 4 0.3
Education differentiated, to March Efficiency differentiated
Submitted at differentiated
Submitted 3 differentiated
Submitted 2 differentiated
No acceptable
Services developmentally 2019 teaching
least 4 teaching
differentiated teaching
differentiated teaching
at least 4 shown
evidence was
appropriate Timeliness strategies to strategies
differentiated teaching to strategies
teaching to strategies
lessons asto shown
learning address
teaching learner address
strategieslearner
in at address
strategieslearner
in 2 address
observedlearner
in 3
experiences to diversity
strategies in at least 2 lessons diversity
as diversity as lessons as as diversity
lessons as as
address learners’ shown
least 2 in MOV shown
lessons in MOVby shown
as evidenced in MOV
evidenced by shown
observed MOV
in in 2
gender, needs, 1aswith a rating 1 with a
evidenced by MOV 1 and rating 1 with a
MOV 1 and rating 1lessons
with a rating
strengths, interests of
MOV7 1 and of 6
supported by of 5
supported by of 4
observed in only
and experiences. supported by any1ofthe other any1ofthe other 1 lesson
any 1 of the acceptable acceptable differentiated
other MOV Performance MOV Indicators teaching Rating
Weight Actual
per KRA acceptable Very strategy in only
Unsatisfactory Poor Results
Score
QET Outstanding (5)
MOV Satisfactory (3) 1 lesson as Q E T Ave
Basic 3. Curriculum 7. Planned, June 2018 7.50% Quality Planned and Planned and Planned and evidently
Planned andshown No acceptable
in any 1 of the evidence was 5 5 5 5 0.375
Education and Planning managed and to March Efficiency implemented
Submitted at implemented
Submitted 3 implemented
Submitted 2 implemented
Submitted 1 No acceptable
Services implemented 2019 developmentally developmentally acceptable
least 4 developmentally developmentally
developmentally developmentally
developmentally
MOV
shown
evidence was
developmentally sequenced sequenced
developmentally sequenced sequenced
sequenced sequenced
sequenced shown
sequenced teaching
sequenced and teaching
teaching andand teaching
teaching and
and teaching
teaching and
and
teaching and learning
learning learning
learning learning
learning
learning processes process
learning as process
process as as process
process asas process
process asas
to meet curriculum shown
process asin MOV shown
evidently shown evidently shown shown
in MOV shown in MOV in MOV
evidently shown
requirements and 1evidently
with a rating
shown 1in with
MOVa 1rating
and 1in with
MOVa 1rating
and 1in with
any a1 rating
of the
varied teaching of 7
in MOV 1 and of 6
supported by of 5
supported by of 4 MOV
given
contexts. supported by any 1 of the any 1 of the
any 1 of the other given other given
other given MOV MOV
MOV
Basic 3. Curriculum 7. Planned, June 2018 7.50% 5 5 5 5 0.375
Education and Planning managed and to March
Services implemented 2019
developmentally Timeliness
sequenced
teaching and
learning processes
to meet curriculum
requirements and
varied teaching
contexts.

Weight Actual
Basic 8. Participated in June 2018 7.50% Quality Consistently Frequently Occasionally Rarely No acceptable 5 4 4 4.5 0.3375
Education collegial to March Efficiency participated
Participated inin participated
Participated in 3 participated
in Participated in
in 2 participated
Participated in
in 1 evidence was
No acceptable
Services discussions that 2019 LACs/FGDs/
at least 4 LACs/FGDs/
LACs/FGDs/ LACs/FGDs/
LACs/FGDs/ LAC/FGD/
LAC/FGD/ in shown
evidence was
use teacher and Timeliness meetings to meetings
LACs/FGDs/ meetings toas meetings
meetings toas meeting
any 1 of to
the shown
learner feedback to discuss
meetings as discuss
evidently shown discuss
evidently shown discuss
given MOV
enrich teaching teacher/learner
evidently shown teacher/learner
in any 1 of the teacher/learner
in any 1 of the teacher/learner
practice. feedback
in any 1 oftothe feedback
given MOVto feedback
given MOVto feedback to
enrich
given MOV enrich enrich enrich
instruction as instruction as instruction as instruction as
shown in the shown in the shown in the shown in the
MOV submitted MOV submitted
PerformanceMOV submitted
Indicators MOV submitted Rating
Weight Actual
Basic 9. Selected, June 2018 7.50% Quality Developed and Developed and Developed and Developed and No acceptable 4 4 4 4 0.3
Education developed, to March Efficiency used variedat
Submitted used varied3
Submitted used varied2
Submitted used variedany
Submitted evidence was
No acceptable
Services organized and 2019 teaching
least 4 varied varied teaching varied teaching teaching and
and teaching and teaching and teaching and shown
evidence was
used appropriate Timeliness learning learning learning learning
teaching and and learning and learning learning shown
teaching and resources,
learning resources,
resources, resources,
resources, resources,
resource,
learning resources, including
resources, ICT, to including
including ICT, including ICT, including
ICT, to including ICT, to including ICT,
ICT, to
including ICT, to address address
including ICT, as evidently address
as evidently address
as evidently
address learning learning goals learning
as evidently shown ingoals
MOV learning
shown ingoals
MOV learning
shown ingoals
any of
goals. as
shown in MOV 1 and supported 1 and supported as
shown in as shown in as shown in theshown in
acceptable
MOV1witha MOV1witha MOV 1 with
1 and supported by any 1 of the by any 1 of the MOV a MOV 1 with a
rating of 7 rating
by any 1 of the acceptableof 6 rating of
acceptable5 rating of 4
acceptable MOV MOV
MOV
Weight Actual
Basic 4. 10. Designed, June 2018 7.50% Quality Designed, Designed, Designed, Designed, No acceptable 5 4 4 4.5 0.3375
Education Assessment selected, to March Efficiency selected,
Submitted at selected,
Submitted 3 selected,
Submitted 2 selected,
No acceptable
Services and Reporting organized and 2019 organized and organized
least 4 varied varied and organized
varied and organized and shown
assessment tool evidence was
used diagnostic, Timeliness used diagnostic, used diagnostic, used diagnostic, used diagnostic, shown
assessment assessment assessment as evidently
formative and formative
tools as and formative
tools as and formative
tools as and formative and of
shown in any
summative summative
evidently shown summative
the acceptable
assessment assessment
inany1ofthe assessment
inany1ofthe assessment
in any1ofthe assessment
MOV
strategies strategies
acceptable strategies
consistent with consistent
MOV with consistent
MOV with consistent
MOV with consistent with
curriculum curriculum curriculum curriculum curriculum
requirements. requirements as requirements as requirements as requirements as
shown in MOV shown in MOV shown in MOV shown in MOV
1 with a rating 1 with a rating 1 with a rating 1 with a rating
of 7 of 6 of 5 of

Weight Actual
Basic 11. Monitored and June 2018 7.50% Quality Consistently Frequently Occasionally Rarely No acceptable 4 4 4 4 0.3
Education evaluated learner to March Efficiency monitored
Submitted a and monitored
Submitted a and monitored
Submitted a and monitored and
No acceptable
Services progress and 2019 evaluated evaluated evaluated evaluated
combination of combination of combination of acceptable shown
evidence was
achievement using learner
at least progress
4 of the learner
3 of the progress learner
2 of the progress learner
MOV progress shown
learner attainment and
acceptable and
acceptable and
acceptable and
data. achievement
MOV achievement
MOV achievement
MOV achievement
using learner using learner using learner using learner
attainment data attainment data attainment data attainment data
Basic 11. Monitored and June 2018 7.50% 4 4 4 4 0.3
Education evaluated learner to March
Services progress and 2019
achievement using Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted any 1 No acceptable
learner attainment were distributed were distributed were distributed of the given evidence was
data. across 4 across 3 across 2 MOV shown
quarters quarters quarters

Weight Actual
Basic 12. Communicated June 2018 7.50% Quality Consistently Frequently Occasionally Rarely showed No acceptable 5 4 4 4.333 0.325
Education promptly and to March Efficiency showed
Submitted prompt
a showed
Submitted prompt
a showed
Submitted prompt
a prompt
Submittedandany 1 evidence was
No acceptable
Services clearly the learners’ 2019 and clear
combination of and clear
combination of and clear
combination of clear
of shown
the givenany 1 evidence was
needs, progress Timeliness Submitted MOV
communication Submitted
communication MOV Submitted
communication MOV Submitted
communication
at least
were 4 of the
distributed 3were
of the
distributed 2were
of the
distributed MOV
of shown
and achievement of the learners’
acceptable of the learners’
acceptable of the learners’
acceptable of the
the given
learners’
to key across
needs, 4progress across
needs, 3progress across
needs, 2progress MOV
needs, progress
MOV
quarters MOV
quarters MOV
quarters
stakeholders, and and and and
including achievement to achievement to achievement to achievement to
parents/guardians. key key key key
stakeholders, stakeholders, stakeholders, stakeholders,
including including including including
parents/ parents/ parents/ parents/
guardians as guardians as guardians as guardians as
MOV submitted MOV submitted MOV submitted MOV submitted
Weight Actual
Basic 5. Plus Factor 13. Performed June 2018 10.00% Quality Consistently Frequently Occasionally Rarely No acceptable 5 4 4 4.5 0.45
Education various related to March performed performed performed performed evidence was
Services works/activities that 2019 various related various related various related various related shown
contribute to the work/activities work/activities work/activities work/activities
teaching-learning that contribute that contribute that contribute that contribute
process. to the teaching to the teaching to the teaching to the teaching
learning learning learning learning
process as process as process as process as
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No acceptable

Timeliness least 4 different different kinds different kinds of the evidence was
kinds of of acceptable of acceptable acceptable shown
acceptable MOV MOV MOV RATING FOR OVERALL ACCOMPLISHMENTS 4.4125
MOV ADJECTIVAL RATING VERY SATISFACTORY
ADJECTIVAL RATING EQUIVALENCES
RANGE ADJECTIVAL RATING
4.500 -5.000 Outstanding
3.500- 4.499 Very Satisfactory
2.500 - 3.499 Satisfactory
1.500 - 2.499 Unsatisfactory
Below 1.499 Poor
MARY JEANETH A. SERVANDO AIDA P. MAAYO MA. WILNAH L. GINDAP

Head Teacher-III Teacher-I District Supervisor
Rater Ratee Approving Authority
Cantabaco Elementary School
ANNOTATION TEMPLATE
OBJECTIVES Means of Verification Description of the MOV Presented Annota
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement
form about knowledge of content within
and across curriculum teaching areas
2. Lesson plans/modified DLLs developed

highlighting integration of content
knowledge within and across subject areas
1. Applied knowledge of
content within and across 3. Instructional materials highlighting
curriculum teaching areas. mastery of content and its integration in
other subject areas
4. Performance tasks/test material(s)

highlighting integration of content
5. Others (Please specify and provide

annotations)
form about teaching strategies that
enhance learner achievement in literacy
and numeracy skills
2. Lesson plans/modified DLLs used in

teaching highlighting learner-centered
2. Used a range of teaching strategies that promote literacy and/or
strategies that enhance numeracy skills
learner achievement in
literacy and numeracy skills. 3. Instructional materials highlighting
learner-centered strategies that promote
literacy and/or numeracy skills
4. Performance tasks/test material(s) used
in teaching
5. Results of assessment used in teaching

annotations)

form about teaching strategies to develop
critical and creative thinking, as well as
other higher-order thinking skills
2. Lesson plans/modified DLLs used in

3. Applied a range of teaching highlighting different teaching
teaching strategies to strategies that develop critical and
develop critical and creative creative thinking and/or other HOTS
thinking, as well as other
higher- order thinking skills. 3. Instructional materials highlighting
different teaching strategies that develop
critical and creative thinking and/or other
HOTS
higher- order thinking skills.
4. Performance tasks/test material(s) used

in demonstration teaching
5. Results of assessment used in teaching

annotations)

4. Managed classroom sheet and/or inter-observer agreement
structure to engage learners, form about managing classroom structure
individually or in groups, in that engages learners in various activities
meaningful exploration,
discovery and hands-on
activities within a range of 2. Lesson plans/modified DLLs highlighting
physical learning various classroom management strategies
environments. that engage learners in activities/tasks in
different physical learning environments
annotations)
Classroom observation tool (COT) rating

form about teacher management of
learner behavior using the following
strategies:
1. Providing motivation d provide
annotations)
2. Praising the learners/Giving
5. Managed learner behavior positive feedback
constructively by applying
positive and non-violent 3. Setting house rules/guidelines
discipline to ensure learning- 4. Ensuring learners’ active
focused environments. participation
5. Allowing learners to express
their ideas/opinions
focused environments.
6. Giving equal opportunities to

learners
7. Encouraging learners to ask
questions
8. Others (Please specify and
provide annotations)

form about using differentiated,
developmentally appropriate learning
experiences
2. Lesson plans/modified DLLs developed

6. Used differentiated, highlighting differentiation in content,
product, process, learning environment or
developmentally appropriate others according to learners’ gender,
learning experiences to needs, strengths, interests and
address learners’ gender, experiences
needs, strengths, interests
and experiences.
3. Instructional materials developed
highlighting differentiation in content,
product, process, learning environment or
others according to learners’ gender,
needs, strengths, interests and
experiences
4. Others (Please specify and provide annota

form about using developmentally
sequenced teaching and learning process
7. Planned, managed and
implemented
developmentally sequenced
processes to meet
7. Planned, managed and
implemented 2. Lesson plans/modified DLLs
developmentally sequenced highlighting developmentally sequenced
teaching and learning instruction that meet curriculum goals and
processes to meet varied teaching contexts
curriculum requirements and 3. Instructional materials used to
varied teaching contexts. implement developmentally sequenced
teaching and learning process to meet
curriculum requirements and varied
teaching contexts.
annotations)
1. Personal notes of teachers on

LACs/FGDs/meetings with proof of
attendance
8. Participated in collegial
discussions that use teacher
and learner feedback to 2. Minutes of LAC/FGD sessions on use of
enrich teaching practice. teacher and learner feedback to enrich
teaching practice with proof of attendance

annotations)

form about using appropriate teaching
and learning resources, including ICT
Examples:
 Activity sheets/task
sheets/work sheets
9. Selected, developed,  PowerPoint presentations
organized and used
 Video clips
appropriate teaching and
learning resources, including  Module
ICT, to address learning
goals.  SIMs-Strategic Intervention
Materials
learning resources, including
ICT, to address learning
goals.
 Others
2. Lesson plans/modified DLLs with
appropriate instructional materials
appended

annotations)

form about using diagnostic, formative
and summative assessment strategies
2. Prepared lesson plans/modified DLLs
highlighting appropriate use of formative
assessment strategies
3. Developed diagnostic tests:

(a) with TOS reviewed by
10. Designed, selected, superior;
organized and used (b) with sample accomplished
diagnostic, formative and questionnaire/answer sheets
summative assessment
strategies consistent with 4. Developed summative tests:
curriculum requirements. (a) with TOS reviewed by
superior;
(b) with sample accomplished
questionnaire/answer sheets
5. Developed performance tasks:
(a) with rubrics reviewed by
superior;
(b) with sample accomplished
rubrics

annotations)
1. Compilation of a learner’s written work
with summary of results and with
signature of parents
2. Formative/summative assessment tools

11. Monitored and evaluated with TOS and frequency of errors with
learner progress and identified least mastered skills
achievement using learner
attainment data. 3. Class records/grading sheets
4. Lesson plans/modified DLLs showing
index of mastery
annotations)
1. At least 3 samples of corrected test

papers of the same 3 learners in the same
learning area with parents’ or guardians’
signature and date of receipt
2. Minutes of PTA meetings or Parent-

Teacher conferences in all quarters with
12. Communicated promptly proof of parents’/guardians’ attendance
and clearly the learners’
needs, progress and 3. Report cards with parent’s or guardian’s
achievement to key signature in all quarters supported by
stakeholders, including minutes of meeting
parents/guardians. 4. Communication with parents/
guardians using various modalities
5. Anecdotal record showing entries per
quarter
6. Other documents showing learners’
needs, progress and achievement
submitted to other stakeholders
1. Certificate of Recognition or
Participation
2. Certificate of Training
3. Certificate of Speakership
4. Committee involvement
13. Performed various 5. Advisorship of Co-curricular activities

related works/activities that
contribute to the teaching- 6. Book or Journal Authorship/
learning process. Coauthorship/Contributorship
7. Coordinatorship/Chairpersons hip
8. Coaching and mentoring learners in

competitions
9. Mentoring pre-service/inservice
teachers
10. Others (Please specify and provide anno

Appendix M
Annotations
Region VII-Central Visayas
Division of Toledo City
Cantabaco, Toledo City
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: CANTABACO ES/ TOLEDO CITY Date of Review:
Rating Period: SY 2018 - 2019
TO BE FILLED OUT DURING PLANNING
Weight Performance Indicators Actual

per KRA Results
Very Unsatisfactory Poor
QET Outstanding (5) Satisfactory (3)
Basic 1. Content 1. Modeled effective June 2018 7.50% Quality Modeled effective Modeled effective Modeled effective Modeled effective No acceptable
Education Knowledge and application of content to March application of application of application of application of evidence was
Efficiency Submitted at least Submitted 3 Submitted 2 Submitted 1 No
Services Pedagogy knowledge within and 2019 content content content content shown
4 lessons as lessons as lessons as lessons as acceptable
across curriculum knowledge within knowledge within knowledge within knowledge within
evidenced by evidenced by evidenced by evidenced by evidence was
teaching areas. and across and across and across and across
MOV 1 and MOV 1 from MOV 1 from MOV 1 from shown
curriculum curriculum curriculum curriculum
supported by any colleagues and colleagues and colleagues and
teaching areas as teaching areas as teaching areas as teaching areas as
1 of the other supported by any supported by any supported by any
shown in MOV1 shown in MOV1 shown in MOV1 shown in MOV1
given MOV 1 of the other 1 of the other 1 of the other
with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
Timeliness

MFOs KRAs Objectives Timeline Very Unsatisfactory Poor
per KRA QET Outstanding (5) Satisfactory (3) Results
Basic 2. Collaborated with June 2018 7.50% Quality Conducted, Conducted and Conducted action Proposed-action No acceptable
Education colleagues in the to March completed and completed action research with research with evidence was
Efficiency Submitted at least Submitted any 3 Submitted any 2 Submitted any 1 No acceptable
Services conduct and 2019 disseminated research with colleagues. colleagues shown
4 of the given of the acceptable MOV MOV evidence was
application of Timeliness action research
Presented the colleagues. the
Completed Conducted the Proposed the No acceptable
MOV MOV shown
research to enrich with colleagues.
research report research report research report research report evidence was
knowledge of content Performance
within the rating within the Indicators
rating within the rating within the rating shown
and pedagogy. Weight period period period period Actual
per KRA Results
Weight Actual
Basic 3. Developed and June 2018 7.50% Quality Demonstrated Demonstrated Demonstrated Demonstrated No acceptable
Education applied effective to March effective teaching effective teaching effective teaching effective teaching evidence was
Efficiency Submitted 4 or Submitted 3 Submitted 2 Submitted 1 or No acceptable
Services teaching strategies to 2019 strategies to strategies to strategies to strategies to shown
more lessons as lessons as lessons as more lessons as evidence was
promote critical and Timeliness promote critical promote critical promote critical promote critical
evidenced by evidenced by evidenced by evidenced by shown
creative thinking, as and creative and creative and creative and creative
MOV 1 and MOV 1 and MOV 1 and MOV 1 and
well as other higher- thinking as well as thinking as well as thinking as well as thinking as well as
supported by any supported by any supported by any supported by any
order thinking skills. other HOTS as other HOTS as other HOTS as other HOTS as
Weight 1 of the other 1 of thePerformance
other 1 ofIndicators
the other 1 of the other Actual
MFOs KRAs Objectives Timeline shown in MOV 1 shown Very in MOV 1 shown in MOV 1 shown in MOV 1
Unsatisfactory Poor
per KRA QET given MOV
Outstanding given MOV given MOV given MOV Results
with a rating of(5)
8 with a rating of(4)
Satisfactory
Satisfactory
7 with a rating of(3)
6 with a rating
(2) of 5 (1)
Basic 2. Learning 4. Work with June 2018 7.50% Quality Modeled and Modeled and Modeled and Modeled and No acceptable
Education Environment colleagues to to March Efficiency shared
Submittedeffective
at shared
Submittedeffective
3 shared
Submitted effective
2 shared
Submittedeffective
1 evidence was
No acceptable
Services and Diversity model and share 2019 classroom classroom
least 4 lessons lessons classroom
lessons as classroom
lesson shown
evidence was
of Learners effective Timeliness management
supported by management
supported by management
evidenced by management
supported by shown
techniques in the strategies
MOV 1 andthat any strategies
MOV 1 andthat any strategies
MOV 1 andthat strategies
any of the that
management of the engage
1 of the other 1 of the other supported by engage
learners engage learners engage learners acceptablelearners
classroom in
acceptable in
acceptable in
any 1of the in
MOV
structure to engage activities/tasks
MOV activities/tasks
MOV activities/tasks
other given activities/tasks
learners, done in different done in different done
MOV in different done in different
individually or in physical physical physical physical
groups, in learning learning learning learning
meaningful environments environments environments environments
exploration, as shown in as shown in as shown in as shown in
discovery and MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
hands-on activities rating of 8 rating of 7 rating of 6 rating of 5
within a range of
physical learning
environments.

Basic 5. Exibited effective June 2018 7.50% Quality Exibited Exibited Exibited Exibited No acceptable
Education and constructive to March effective and effective and effective and effective and evidence was
Services behavior 2019 constructive constructive constructive constructive shown
management skills behavior behavior behavior behavior
by applying management management management management
positive and non- skills by skills by skills by skills by
violent discipline to applying applying applying applying
ensure learning- positive and positive and positive and positive and
focused non-violent non-violent non-violent non-violent
environments. discipline to discipline to discipline to discipline to
ensure learning- ensure learning- ensure learning- ensure learning-
focused focused focused focused
environments. environments. environments. environments.
as shown in as shown in as shown in as shown in
with a rating of with a rating of with a rating of with a rating of
8 7 6 5
Efficiency Applied atleast Applied atleast Applied atleast Applied atleast No acceptable
Timeliness 7 of the given 7 of the given 7 of the given 7 of the given evidence was
strategies as strategies as strategies as strategies as shown
observed in at observed in 3 observed in 2 observed in 1
least 4 lessons lessons lessons lesson

Basic 6. Worked with June 2018 7.50% Quality Worked with Worked with Worked with Worked with No acceptable
Education colleagues to to March Efficiency colleagues
Submitted at colleagues
Submitted atbut evidence was
No acceptable
Services share 2019 atleast in the atleast in the atleast in the no evidence of shown
least 1 lesson least 1 lesson least 1 lesson least 1 lesson evidence was
differentiated, Timeliness district/cluster school level to department/gra sharing with by shown
as evidently as evidently as evidently as evidenced
developmentally level to share share lesson de level to others
shown in MOV shown in MOV shown in MOV either MOV 2 or
appropriate lesson
1 and supported 1 and supported share
1 and lesson
supported 3 but no
learning by any 1 of the by any 1 of the by any 1 of the evidence of
experiences to other other other sharing with
address learners’ acceptable acceptable acceptable others
gender, needs, MOV MOV MOV
strengths, interests
and experiences.
Basic 3. Curriculum 7. Develop and June 2018 7.50% Quality Develop and Develop and Develop and Develop and No acceptable
Education and Planning applied effective to March Efficiency applied effective
Submitted at applied effective applied
Submitted 2-3 Submitted 1 effective applied effective
No acceptable
Services strategies in the 2019 strategies in the strategies
least 4 lessons lessons as in the strategies
lesson as in the strategies
lesson as in the shown
evidence was
planning and Timeliness planning andby planning
as evidence evidence and
by planning
evidence and
by planning
evidence and
by shown
management of management
MOV 1 and 2 management
any 1 of the
developmentally developmentally
and supported developmentally
acceptable
sequenced sequenced
by any 1 of the by any 1 of the sequenced
sequenced by any 1 of the sequenced
MOV
teaching and teaching
acceptableand teaching
other and teaching
other and teaching and
learning processes learning
MOV learning
acceptable learning
acceptable learning
to meet curriculum process as process
MOV as process
MOV as process as
requirements and shown in MOV shown in MOV shown in MOV shown in MOV
varied teaching 1 with a rating 1 with a rating 1 with a rating 1 with a rating
contexts. of 8 of 7 of 6 of 5

per KRA Results
Weight Actual
Basic 8. Review with June 2018 7.50% Quality Consistently led Frequently led Occasionally led Rarely led No acceptable
Education colleagues, to March Efficiency collaborative
Submitted 4 collaborative
No acceptable
Services teacher and 2019 reviews of
collaborative reviews of
collaborative shown
evidence was
learner feedback to Timeliness teacher/learner teacher/learner teacher/learner teacher/learner
reviews of reviews of reviews of review of shown
plan, facilitate and feedback as
teacher and feedback as
teacher and
enrich teaching evidenced
learner by evidenced
learner by
practice. the MOV as
feedback the MOV as
feedback the MOV
feedback as the MOV as
feedback
submitted
evidently shown submitted
evidently shown submitted submitted
evidently shown evidently shown
in MOV 1 and in MOV 1 and in MOV 1 and in any of the
supported by supported by supported by acceptable
any 1 of the any 1 of the any 1 of the MOV
acceptable acceptable acceptable
MOV MOV MOV

Basic 9. Advised and June 2018 7.50% Quality Consistently Frequently Occasionally Rarely advised No acceptable
Education guided colleagues to March Efficiency advised
Submitted at advised
Submitted 3 advised
Submitted 2 colleagues
Submitted 1in evidence was
No acceptable
Services in the selection, 2019 colleagues in
least 4 teaching colleagues
teaching and in colleagues
teaching and in the selection,
teaching and shown
evidence was
organization, Timeliness the selection, the selection, the selection, organization,
and learning learning learning learning shown
development and organization,
resources as organization,
resources as organization,
resources as development
resource as
use of appropriate development
evidenced by at development
evidenced by at development
evidenced by at and appropriate
evidenced by
teaching and and
leastappropriate
1 of the and
leastappropriate
1 of the and
leastappropriate
1 of the use
any of teaching
of the
learning resources, use of teaching
acceptable use of teaching
acceptable use of teaching
acceptable and learning
acceptable
including ICT, to and
MOVlearning and
MOVlearning and
MOVlearning resources
MOV as
address specific resources as resources as resources as shown in the
learning goals. shown in the shown in the shown in the MOV submitted
MOV submitted MOV submitted MOV submitted
Basic 4. 10. Worked June 2018 7.50% Quality Consistently Frequently Occasionally Rarely reviewed No acceptable
Education Assessment collaboratively with to March Efficiency reviewed
Submitted at reviewed
Submitted 3 reviewed
Submitted 2 collaboratively
No acceptable
Services and Reporting colleagues to 2019 collaboratively
least 4 collaboratively
assessment collaborativel
assessment y assessment
assessment tool shown
evidence was
review the design, Timeliness assessment assessment assessment tools with
assessment tools as tools as as evidently shown
selection, Weight
tools with
tools as tools with
Performance
evidently tools with
Indicators
shown evidently colleagues
shown shown in any asof Actual
MFOs KRAs Objectives
organization and Timeline colleagues as colleagues Very as colleagues
per KRA QET evidently
Outstandingshown(5) in any of the any of theas(3) shown
inSatisfactory the in the
Unsatisfactory
acceptable Poor Results
use of a range of shown in the
in any of the shown in the
Satisfactory
acceptable (4) shown in
acceptable the MOV
MOV submitted
(2) (1)
Basic 11. Interpreted
effective June 2018 7.50% Quality Consistently
MOV submitted Frequently
MOV submitted Occasionally
MOV submitted Rarely No acceptable
acceptable MOV MOV
Education collaboratively
diagnostic, to March Efficiency collaborated
Submitted at collaborated
No acceptable
MOV
Services monitoring
formative andand 2019 with colleagues with colleagues
least 2 different least 3 of the with colleagues
least 2 of the with colleagues
of the MOV shown
evidence was
evaluation Timeliness in the of MOV in the kind of in the kind of in the
summative types same same shown
strategies
assessment of interpretation of interpretation
MOV of interpretation
MO of interpretation of
attainment
strategies data to assessment assessment assessment assessment
MFOs KRAs support learner
consistent with
Objectives Timeline data as shown data as shown data as shown data as shown
progress
curriculumand QET inOutstanding
the MOV (5) inSatisfactory
the MOV (4) inSatisfactory
the MOV (3) in the MOV (2) (1)
Basic achievement.
requirements.
12. Applied skills in June 2018 7.50% Quality submitted
Consistently submitted
Frequently submitted
Occasionally submitted
Rarely applied No acceptable
Education the effective to March Efficiency applied
Submitted skills
4 ofin applied
Submitted skills
anyin3 applied
Submitted skills
anyin2 skills in theany 1 evidence
Submitted was
No acceptable
Services communication of 2019 the effective
the acceptable MOV the effective the
MOV effective effective
MOV shown
evidence was
learner needs, Timeliness communication communicatio n communicatio n communicatio n shown
MOV
progress and of learner needs of learner needs of learner needs of learner needs
achievement to key and progress to and progress to and progress to and progress to
stakeholders, parents/ parents/ parents/ parents/
including guardians as guardians as guardians as guardians as
parents/guardians. shown in the shown in the shown in the shown in the
Basic 5. Plus Factor 13. Performed June 2018 10.00% Quality Consistently Frequently Occasionally Rarely No acceptable
Education various to March performed performed performed performed evidence was
Services related 2019 special tasks special tasks special tasks special tasks shown
works/activities and/or and/or and/or and/or
that contribute to assignments assignments assignments assignments
the as shown in as shown in as shown in as shown in
teaching-learning the MOV the MOV the MOV the MOV
process. submitted submitted submitted submitted
Efficiency Submitted at Submitted only Submitted only Submitted any 1 No acceptable

Timeliness least 4 3 different kinds 2 different kinds of the evidence was
different kinds of acceptable of acceptable acceptable shown
of acceptable MOV MOV MOV RATING FOR OVERALL ACCOMPLISHME
MOV ADJECTIVAL RATING
ADJECTIVAL RATING EQUIVALENCES

RANGE ADJECTIVAL RATING
4.500 -5.000 Outstanding
3.500- 4.499 Very Satisfactory
2.500 - 3.499 Satisfactory
1.500 - 2.499 Unsatisfactory
Below 1.499 Poor
DONABEL L. LARIOSA MA.JUDELYN G. VEREZ JOSEPH IRWIN A. LAGURA, Ph.D.

Rater Ratee Approving Authority
RF)
me of Rater: DONABEL L. LARIOSA
tion: PRINCIPAL
e of Review: Apr-19
TO BE FILLED OUT DURING EVALUATION
Rating
Score
Q E T Ave
4 4 4 0.3
Rating
Score
Q E T Ave
4 4 4 4 0.3
Rating
Score
Score
Q E T Ave
4 4 4 0.3
Rating
Score
Q E T Ave
4 4 4 0.3
Rating
Score
Q E T Ave
4 4 4 0.3
Rating
Score
Q E T Ave
3 3 0.225
Rating
Score
Q E T Ave
4 4 4 0.3
Rating
Score
Score
Q E T Ave
3 3 3 0.225
Rating
Score
Q E T Ave
4 4 4 0.3
Rating
Score
Q E T Ave
3 3 3 0.225
Rating
Score
Q E T Ave
4 4 4 0.3
Rating
Score
Q E T Ave
3 3 3 0.225
Rating
Score
Q E T Ave
5 5 5 0.5
NG FOR OVERALL ACCOMPLISHMENTS 3.8

ECTIVAL RATING VERY SATISFACTORY
RWIN A. LAGURA, Ph.D.

proving Authority
ANNOTATION TEMPLATE
OBJECTIVES Means of Verification Description of the MOV Presented Annotations
1. Classroom observation tool (COT) rating sheet

and/or inter-observer agreement form about
effective applications of content knowledge within
and across curriculum teaching areas
2. Lesson plans/modified DLLs used in demonstration

teaching highlighting integration of content
3. Instructional materials developed highlighting

1. Modeled effective effective application of content knowledge within and
across subject areas
application of content
knowledge within and
across curriculum 4. Performance tasks/test material(s) used in
teaching areas. demonstration teaching highlighting integration of
content knowledge within and across subject areas
5. Results of assessment used in demonstration

teaching highlighting mastery of lessons learned
6. Others (Please specify and provide annotations)

1. Copy of the research proposal focused on enriching
knowledge of content and pedagogy
2. Proof of participation and/or contribution to a

collaborative research (e.g. e-mail, actual output
submitted, terms of reference, etc.)
3. Certified completed collaborative research focused

2. Collaborated with on enriching knowledge of content and pedagogy
colleagues in the conduct
and application of
research to enrich
knowledge of content and
4. Proof of dissemination of research findings with
pedagogy. colleagues
5. Proof of utilization of research findings

and/or inter-observer agreement form about using
effective teaching strategies to promote critical and
creative teaching, as well as other higher-order
thinking skills
2. Lesson plans/modified DLLs used in demonstration

teaching highlighting different teaching strategies
that develop critical and creative thinking and/or
other HOTS
3. Developed and applied

effective teaching 3. Instructional materials highlighting different
teaching strategies that develop critical and creative
strategies to promote thinking, and/or other HOTS
critical and creative
thinking, as well as other
higher- order thinking
skills. 4. Performance tasks/test material(s) used in
demonstration teaching
5. Results of assessment used in the demonstration

teaching

and/or inter-observer agreement form about sharing
effective techniques in the management of classroom
structure
4. Work with colleagues

to model and share
effective techniques in the 2. Lesson plans/modified DLLs used in
management of the demonstration teaching highlighting effective
classroom management strategies that engage
classroom structure to learners in activities/tasks in different physical
engage learners, learning environments
individually or in groups,
in meaningful exploration,
discovery and hands-on
3. Minutes of LAC highlighting the sharing on
activities within a range of effective classroom management techniques
physical learning
environments.
4. Instructional materials used in demonstration
teaching
Classroom observation tool (COT) rating sheet and/or

inter-observer agreement form about effective
teacher management of learner behavior using the
following strategies:
5. Exibited effective and

constructive behavior
management skills by
applying positive and
1. Providing motivation
5. Exibited effective and

constructive behavior 2. Praising the learners/Giving positive
management skills by feedback
applying positive and
non-violent discipline to
ensure learning- focused 3. Setting house rules/guidelines
environments.
4. Ensuring learners’ active participation
5. Allowing learners to express their

ideas/opinions
6. Giving equal opportunities to learners
7. Encouraging learners to ask questions

annotations)
1. Minutes of LAC session/s, highlighting one’s

sharing of strategies on differentiated and
developmentally appropriate opportunities to
address learners’ differences
6. Worked with
colleagues to share
differentiated,
developmentally
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests and
6. Worked with
colleagues to share 2. Lesson plans/modified DLLs highlighting strategies
differentiated, on differentiated and developmentally-appropriate
developmentally opportunities to address learners’ differences
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests and 3. Corresponding instructional materials showing
experiences. differentiated and developmentally-appropriate
opportunities to address learners’ differences
4. Others (e.g. testimonial, write-up from colleagues

of the lessons/insights gained from the Master
Teacher's sharing)

and/or inter-observer agreement form about using
effective strategies in implementing developmentally
sequenced teaching and learning process
2. Results of learners’ assessment during the actual

7. Develop and applied teaching
effective strategies in the
planning and 3. Lesson plans/modified DLLs used in demonstration
management of teaching highlighting developmentally sequenced
developmentally teaching-learning process
sequenced teaching and
learning processes to
meet curriculum
4. Instructional materials showing effective strategies
requirements and varied in developmentally sequenced teaching and learning
teaching contexts. process
meet curriculum
requirements and varied
teaching contexts.
5. Performance tasks/test material(s) used in

demonstration teaching
1. Implemented LAC/FGD Plan
8. Review with
colleagues, teacher and 2. Minutes of LAC/FGD sessions on use of teacher
learner feedback to plan, and learner feedback to enrich teaching practice with
proof of attendance
facilitate and enrich
teaching practice.
1. Teaching and learning resources developed by

colleagues and critiqued on their alignment to
learning goals
9. Advised and guided
colleagues in the
selection, organization,
2. Lesson plans by colleagues critiqued in terms of
development and use of the alignment of the teaching and learning resources
appropriate teaching and to the indicated learning goals and appropriateness
learning resources, to the target learners
including ICT, to address
specific learning goals.
1. Any proof of collaborative review if the test is

designed based on its purpose (e.g. diagnostic,
formative and summative)
10. Worked
collaboratively with
colleagues to review the
design, selection,
2. Any proof of collaborative review of the alignment
10. Worked of the test with the curriculum
collaboratively with
colleagues to review the
design, selection,
organization and use of a 2.1. formative test attached to a lesson
range of effective plan
diagnostic, formative and
summative assessment
strategies consistent with
2.2. summative assessment with TOS
curriculum requirements.
2.3. diagnostic test with its TOS
1. Collaborative interpretation of the index of

mastery obtained from 1 class
11. Interpreted 2. Collaborative interpretation of item analysis of

collaboratively monitoring quarterly examinations
and evaluation strategies
of attainment data to 3. Collaborative interpretation of results of
performance assessment
support learner progress
and achievement.
1. Sample agreement for learners at risk signed by

parents and corresponding evidence of improvement
2. Record of dialogue and/or parent-teacher
conferences and corresponding evidence of
improvement
3. Anecdotal record communicated to and signed by

the learners and/or parents with corresponding
evidence of improvement
4. Sample of learners' test results signed by parents

and corresponding evidence of improvement
12. Applied skills in the
effective communication
of learner needs, 5. Sample of accomplished rubrics given for
progress and performance task and corresponding evidence of
improvement
achievement to key
stakeholders, including
parents/guardians. 6. Attendance sheet/minutes of parent-teacher
conference
7. Signed report cards of students at risk with

corresponding evidence of improvement
8. Correspondence notebook/letters/proof of
communication using other modalities (e.g. email,
SMS, etc.) and corresponding evidence of
improvement
9. Learners’ performance record
1. Served as reliever of classes in the absence of

teachers
2. Served as OIC in the absence of the principal
3. Represented the principal in meetings and

conferences
4. Observed classes of Teachers I-III
5. Assisted the school selection committee in the

evaluation of credentials when hiring or promoting
teachers
6. Certificate of Recognition or Participation
7. Certificate of Training
13. Performed various
related works/activities
that contribute to the 8. Certificate of Speakership
teaching-learning
process. 9. Committee involvement
10. Advisorship of Co-curricular activities
11. Book or Journal

Authorship/Coauthorship/Contributorship
12. Coordinatorship/Chairpersonship
13. Coaching and mentoring learners in competitions
14. Mentoring pre-service/in-service teachers

Appendix M
Annotations
PART IV: DEVELOPMENT PLANS OF THE IPCRF (IPCRF-DP)

Action Plan (Recommended Developmental
Strengths Development Needs
Intervention)
A. Teaching Competencies (PPST)
B. Core Behavioral Competencies (DepEd)
Feedback:
MA.JUDELYN G. VEREZ DONABEL L. LARIOSA
RATEE RATER
RF-DP)
Timeline Resources Needed
JOSEPH IRWIN A. LAGURA

APPROVING AUTHORITY
Appendix M
PERFORMANCE MONITORING AND COACHING FORM

IMPACT ON JOB/ACTION SIGNATURE
DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT
PLAN (RATER/RATEE)
RATEE RATER APPROVING AUTHORITY

UTHORITY

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Republic of the Philippines

Performance Indicators Rating

Performance Indicators Rating

Performance Indicators Rating

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No acceptable

MARY JEANETH A. SERVANDO AIDA P. MAAYO MA. WILNAH L. GINDAP

Cantabaco Elementary School

2. Lesson plans/modified DLLs developed

4. Performance tasks/test material(s)

5. Others (Please specify and provide

2. Lesson plans/modified DLLs used in

6. Others (Please specify and provide

1. Classroom observation tool (COT) rating

2. Lesson plans/modified DLLs used in

4. Performance tasks/test material(s) used

6. Others (Please specify and provide

1. Classroom observation tool (COT) rating

Classroom observation tool (COT) rating

6. Giving equal opportunities to

1. Classroom observation tool (COT) rating

2. Lesson plans/modified DLLs developed

4. Others (Please specify and provide annota

1. Classroom observation tool (COT) rating

1. Personal notes of teachers on

3. Others (Please specify and provide

1. Classroom observation tool (COT) rating

3. Others (Please specify and provide

1. Classroom observation tool (COT) rating

3. Developed diagnostic tests:

6. Others (Please specify and provide

2. Formative/summative assessment tools

1. At least 3 samples of corrected test

2. Minutes of PTA meetings or Parent-

13. Performed various 5. Advisorship of Co-curricular activities

8. Coaching and mentoring learners in

10. Others (Please specify and provide anno

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Weight Performance Indicators Actual

Weight Performance Indicators Actual

Weight Performance Indicators Actual

Weight Performance Indicators Actual

Weight Performance Indicators Actual

Weight Performance Indicators Actual

Efficiency Submitted at Submitted only Submitted only Submitted any 1 No acceptable

ADJECTIVAL RATING EQUIVALENCES

DONABEL L. LARIOSA MA.JUDELYN G. VEREZ JOSEPH IRWIN A. LAGURA, Ph.D.

TO BE FILLED OUT DURING EVALUATION

NG FOR OVERALL ACCOMPLISHMENTS 3.8

RWIN A. LAGURA, Ph.D.

1. Classroom observation tool (COT) rating sheet

2. Lesson plans/modified DLLs used in demonstration

3. Instructional materials developed highlighting

5. Results of assessment used in demonstration

6. Others (Please specify and provide annotations)

2. Proof of participation and/or contribution to a

3. Certified completed collaborative research focused

5. Proof of utilization of research findings

6. Others (Please specify and provide annotations)