MID-YEAR REVIEW FORM (MRF) for Teacher I-III

Name of Employee: LUMBAO, CHARINA C.. Name of Rater: RELLORA, JOSIEPHINE B..
Position: TEACHER II Position: MASTER TEACHER II
Bureau/Center/Service/Division: DEPED CAMARINES SUR DUGCAL ELEMENTARY SCHOOL Date of Review: FEB.,2023
Rating Period: SY 2022-2023

Weight
Mid-year Review Rating Mid-year
MFOs KRAs Objectives Timeline per Means of Verification
Performance Ratee (Teacher) Rater (Principal) Review
KRA
Target Rating Remarks Rating Remarks Results
Basic 1. Content 1. Applied 21% 1. Classroom Observation Tool Quality
Education Knowledge knowledge of (COT) rating sheets or Inter-
Services and content within and observer agreement forms done
through on-site/ face-to-face/ in-
Pedagogy across curriculum
person classroom observation.
teaching areas.
If onsite/face-to-face/in-person
classes are not implemented,
Efficiency
• through observation of
synchronous/asynchronous
teaching in other modalities; or

• through observation of a
demonstration teaching* via LAC
session. Timeliness
2. Used a range 1. Classroom Observation Tool Quality
of teaching (COT) rating sheets or Inter-
strategies that observer agreement forms done
enhance learner through on-site/ face-to-face/ in-
person classroom observation.
achievement in
literacy and If onsite/face-to-face/in-person
numeracy skills. classes are not implemented,
Efficiency
• through observation of
synchronous/asynchronous
teaching in other modalities; or

• through observation of a
demonstration teaching* via LAC
session. Timeliness

MFOs KRAs Objectives Timeline Weight Means of Verification

per Mid-year Review Rating Mid-year
 Performance Ratee (Teacher) Rater (Principal) Review
KRA
Target Rating Remarks Rating Remarks Results
3. Applied a range 1. Classroom Observation Tool Quality
of teaching (COT) rating sheets or Inter-
strategies to observer agreement forms done
develop critical through on-site/ face-to-face/ in-
person classroom observation.
and creative
thinking, as well If onsite/face-to-face/in-person
as other higher- classes are not implemented, Efficiency
order thinking
skills. • through observation of
synchronous/asynchronous
teaching in other modalities; or

• through observation of a
demonstration teaching* via LAC Timeliness
session.
Basic 2. Learning 4. Managed 21% 1. Classroom Observation Tool Quality
Education Environment classroom (COT) rating sheets or Inter-
Services and Diversity structure to observer agreement forms done
of Learners engage learners, through on-site/ face-to-face/ in-
individually or in person classroom observation.
groups, in
If onsite/face-to-face/in-person
meaningful classes are not implemented,
exploration,
discovery and • through observation of Efficiency
hands-on synchronous/asynchronous
activities within a teaching in other modalities; or
range of physical
learning • through observation of a
environments. demonstration teaching* via LAC
session. Timeliness

5. Managed 1. Classroom Observation Quality

learner behavior Tool (COT) rating sheets or
constructively by Inter-observer agreement
applying positive forms done through on-site/
and non-violent face-to-face/ in-person
discipline to classroom observation. Efficiency
ensure learning-
focused If onsite/face-to-face/in-person
environments. classes are not implemented,

Weight
Mid-year Review Rating Mid-year
MFOs KRAs Objectives Timeline per Means of Verification
Performance Ratee (Teacher) Rater (Principal) Review
KRA
Target Rating Remarks Rating Remarks Results
 • through observation of Timeliness
synchronous/asynchronous
teaching in other modalities; or

• through observation of a
demonstration teaching* via LAC
session.

6. Used 1. Classroom Observation Tool Quality

differentiated, (COT) rating sheets or Inter-
developmentally observer agreement forms done
appropriate through on-site/ face-to-face/ in-
learning person classroom observation.
experiences to
address learners’ If onsite/face-to-face/in-person
gender, needs, classes are not implemented,
strengths, Efficiency
• through observation of
interests and
synchronous/asynchronous
experiences. Timeliness
teaching in other modalities; or

• through observation of a
demonstration teaching* via
LAC session.

Basic 3. Curriculum 7. Planned, 21% 1. Classroom Observation Tool Quality

Education and Planning managed and (COT) rating sheets or Inter-
Services implemented observer agreement forms done
developmentally through on-site/ face-to-face/ in-
sequenced person classroom observation.
teaching and
learning If onsite/face-to-face/in-person
processes to classes are not implemented,
Efficiency
meet curriculum
• through observation of
requirements and synchronous/asynchronous
varied teaching teaching in other modalities; or
contexts.
• though observation of a
demonstration teaching* via
LAC Timeliness

Weight
Mid-year Review Rating Mid-year
MFOs KRAs Objectives Timeline per Means of Verification
Performance Ratee (Teacher) Rater (Principal) Review
KRA
Target Rating Remarks Rating Remarks Results
8. Participated in 1. Proof/s of attendance in LAC Quality
collegial sessions/ FGDs/ meetings/
 discussions that other collegial discussions
use teacher and 2. Minutes of LAC sessions/
learner feedback FGDs/ meetings/ other collegial
to enrich teaching discussions on use of teacher
practice. and learner feedback to enrich
teaching practice
3. Reflection notes of teachers
on their demonstration of
teaching practices following
Efficiency
participation from LAC sessions/
FGDs/ meetings/ other collegial
discussions that use teacher
and learner feedback to enrich Timeliness
teaching practice, with proofs of
attendance
4. Any equivalent ALS
form/document that highlights
the objective

9. Selected, 1. Classroom Observation Quality

developed, Tool (COT) rating sheets or
organized and Inter-observer agreement
used appropriate forms done through on-site/
teaching and face-to-face/ in-person
learning classroom observation.
resources,
including ICT, to If onsite/face-to-face/in-person
address learning classes are not implemented, Efficiency
goals.
• through observation of
synchronous/asynchronous
teaching in other modalities; or

• though observation of a
demonstration teaching* via
LAC

Timeliness

Weight Means of Mid-year

MFOs KRAs Objectives Timeline
per KRA Verification Review
Rating
Ratee Rater
(Teacher) (Principal)
Rating Remarks Rating Remarks
Basic 4. 10. 21% 1. Classroom Quality
Education Assessment Designed, Observation Performance
Services and selected, Tool (COT) Target Mid-year
Reporting organized rating sheets Review
and used or Inter- Results
observer
diagnostic, agreement
formative forms done
and through on-
summative site/ face-to-
assessment face/ in-
strategies person
consistent classroom
with observation.
curriculum
requirement
s.
Efficiency

Timeliness
11. Any one (1) Quality
Monitored of the
and following:
evaluated
• Individual
learner Learning
progress Monitoring
and Plan (ILMP)
achievement
using • Peer
assessment
learner data
attainment
data. • Sample of
learners’ Efficiency
outputs with
reflection/
self- Timeliness
assessment
Weight Means of Mid-year
MFOs KRAs Objectives Timeline • Verification
Progress
per KRA Review
charts/ Rating
anecdotal Ratee Rater
records (Teacher) (Principal)
• Class/ e- Rating Remarks Rating Remarks
 objective (e.g.
Individual
Learning
Agreement
(ILA), ALS
Assessment
Form 2)

If onsite/face-
to-face/in-
person
classes are
not
implemented,

• through
observation of
synchronous/
asynchronous
teaching in
other
modalities; or

• though
observation of
a
demonstration
teaching* via
LAC
• Others
(please
specify and
provide
annotation)

12. Any one (1) Quality

Communicat of the
ed promptly following:
and clearly
• A sample of
the learners’
corrected test
needs,
paper of a
progress learner in a
and learning area
achievement with parent’s
to key or guardian’s
stakeholders signature and
, including
parents/guar date of receipt
dians.
• Minutes of
meetings with
key
Efficiency
stakeholders
(e.g. PTA,
SGC, SPT, Timeliness
CPC) with
proof of
attendance

• Report card
with parent’s
or guardian’s
signature in
all quarters
supported by
minutes of
meeting

•
Communicati
on with key
stakeholders
(e.g.
parents/guard
ians, co-
teachers,
LGU) using
various
modalities

• Anecdotal
records
showing
entries per
quarter

• Any
equivalent
ALS form/
document that
highlights the
objective (e.g.
Individual
Learning
Agreement
 (ILA), ALS
Assessment
Form 2)

• Other
documents
showing
learners’
needs,
progress and
achievement
submitted to
other
stakeholders

Weight
Mid-year Review Rating
MFOs KRAs Objectives Timeline per Means of Verification Mid-year
Performance Ratee (Teacher) Rater (Principal)
KRA Review Results
Target Rating Remarks Rating Remarks
Basic 5. Personal 13. Applied a 14% A reflection/ journal entry Quality
Education Growth and personal that highlights the
Services Professional philosophy of application of a learner- Efficiency
Development teaching that is centered teaching
learner- philosophy in the lesson Timeliness
centered. plan or community work.
14. Set 1. Certification from the ICT Quality
professional Coordinator/ School Head/
development Focal Person in charge of
goals based on e-SAT
the Philippine 2. IPCRF-DP Efficiency
Professional 3. Midyear Review Form
Standards for (MRF)
Teachers. 4. Updated IPCRF-DP Timeliness
Phase II

Basic Plus Factor 15. Performed 2% Any one (1) proof of: Quality
Education various related
Services works/ activities • Committee involvement
that contribute
• Involvement as module/
to the teaching-
learning learning material writer/
process. validator

• Involvement as a resource
person/ speaker/ learning
 facilitator in the RO/ SDO/
school-initiated TV/Radio-
based instruction
Efficiency
• Book or journal
authorship/ co-authorship/
contributorship

• Advisorship/
coordinatorship/
chairpersonship

Weight
Mid-year Review Rating
MFOs KRAs Objectives Timeline per Means of Verification Mid-year
Performance Ratee (Teacher) Rater (Principal)
KRA Review Results
Target Rating Remarks Rating Remarks
• Participation in
demonstration teaching Timeliness

• Participation as research
presenter in a forum/
conference

• Mentoring of pre-service/
in-service teachers

• Conducted research within

the rating period

with annotation on how it

contributed to the
teaching-learning
process.

RELLORA, JOSIEPHINE B. LUMBAO, CHARINA C.. AGUILAR, TOMASA M.

Rater Ratee Approving Authority