Coaching and Mentoring

1. FOR MASTER TEACHERS
(MFOs) KRAs Objectives Outputs
Professional
Growth and
Development
 Conducted at least an action research related
to school or classroom concerns/ problems
during the year
 Participated in seminars, workshops, trainings
within a year (division, regional or national)
 Received (division, regional or national)
awards/recognitions within a year
 Served as demonstration teacher
 Action research
 Seminars/workshops/trainings
 Awards/recognitions for the year
 Documented demonstration
teaching
Instructional
Competence
 Handled teaching loads every year
 Achieved at least 75% of the students’
performance at the end of the school year
 Attained 100% of the required learning
competencies for the students in every quarter
 Increased NAT performance by 10%
 Teaching load
 75% annual student performance
 100% mastery of learning
competencies
 NAT Performance increased by10%
Instructional
Supervision
 Observed 100% of the teachers every quarter
 Conducted at least 3 mentoring/ coaching
activities with teachers quarterly
 Evaluated teachers’ performance twice a year.
 Quarterly observation forms for
teachers accomplished
 3 documented
mentoring/coaching activities per
quarter
 Accomplished teacher’s
evaluation report

2. Performance Indicators
Objectives Outstanding
(5)
Very Satisfactory
(4)
Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
 Conducted action research
related to school
concerns/problems within a
year
 Action research conducted and
utilized division wide supported by the
following evidences:
 Research proposal (in complete
format)
 Research Report (in complete format
highlighting findings and
recommendations)
 Proposed learning interventions and
programs
 Proposed M&E for results/outcomes
 Action research conducted and
utilized division wide with required
evidences
 Action research conducted and
utilized by the school/district wide
with required evidences
 Action research conducted
but not utilized
 No Action research
conducted
 Conducted
seminars/workshops/trainin
gs for teachers in specific
learning areas
 Conducted seminars/workshops/
trainings for teachers in specific
learning areas (supported by
evidence/assessment reports)
 Conducted 4 seminars/
workshops/trainings for teachers
in specific learning areas
(supported by
evidence/assessment reports)
 Conducted 3 seminars/
workshops/trainings for teachers
in specific learning areas
(supported by
evidence/assessment reports)
 Conducted 2 seminars/
workshop/trainings for
teachers in specific learning
areas (supported by evidence/
assessment reports)
 Conducted 1
seminar/workshop/
training for teachers in
specific learning areas
(supported by evidence/
assessment reports)
 Performed teaching loads
every year
 100% and above required teaching
load handled for year
 85-99% required teaching load
handled for the year
 70-84% required teaching load
handled for the year
 55-69% required teaching
load handled for the year
 54% and below of required
teaching loads handled for
the year
 Served as demonstration
teacher for school/ division
level trainings
 4 lesson demonstrations served  3 lesson demonstrations served  2 lesson demonstrations served  1 lesson demonstration
served
 No lesson demonstration
served
 Achieved above 85% of the
students performance at the
end of school year
 100% of the student performance (in
MPS or GSA)
 85-99% student performance (in
MPS or GSA)
 70-84% student performance (in
MPS or GSA)
 55-69% student performance
(in MPS or GSA)
 54% and below student
performance (in MPS of GSA)
 Completed the required
competencies for the students
in every quarter
 100% and above of the required
competencies in every quarter
completed
 85-99% of the required
competencies in every quarter
completed
 70-84% of the required
competencies in every quarter
completed
 55-69% of the required
competencies in every quarter
competed
 54% and below of the
required competencies in every
quarter completed
 Increased NAT performance
of school
 10% increase  6% increase  5% increase  4 % increase  3% and below increase
 Observed 100% of the
teachers in the school with
 100% and above of teachers observed
with post conference with teacher
 85-99% of teachers observed with
teacher observation and post
 70-84% of teachers observed with
teacher observation and post
 55-69% teachers observed with
teacher observation and post
 54% and below of teachers
observed with teacher

3. Performance Indicators
Objectives Outstanding
(5)
Very Satisfactory
(4)
Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
post conference in every
quarter
observation reports held in every
quarter
conference reports, held in every
quarter
conference reports, held in every
quarter
conference reports, held in
every quarter
observation and post
conference reports, held in
every quarter
 Conducted
mentoring/coaching program
to teachers in the school on
quarterly basis
 5 and above teacher mentoring
/coaching sessions were conducted in
every quarter ( with report)
 4 teacher mentoring /coaching
sessions conducted in every
quarter (with report)
 3 teacher mentoring /coaching
sessions conducted in every
quarter (with report)
 1-2 teacher mentoring /coaching
sessions conducted in every
quarter (with report)
 No teacher mentoring
/coaching sessions conducted
in every quarter (with report)
 Managed performance of
teachers following the RPMS
cycle (planning and
commitments, coaching and
monitoring, review and
evaluation and development
planning)
 Evaluated 130% and above teacher
performance following RPMS
framework cycle
 Evaluated115-129% teacher
performance following RPMS
framework cycle
 Evaluated100-114% teacher
performance following RPMS
framework cycle
 Evaluated 51-99%of teacher
performance following RPMS
framework cycle
 Evaluated 50% and below of
teacher performance following
RPMS framework cycle

4. PERFORMANCE COMMITMENT AND REVIEW FORM (PCRF) FOR MASTER TEACHERS
June 2015 to March 2016
Name of Employee: AMADEO REI P. BUCASAS
Position: Master Teacher I
Division: Makulagtit National High School
Name of Rater: LILIBETH F. ASUNCION, Ed.D.
Position: Principal IV
Date of Review: October 26, 2015/ April 6, 2016
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
MFO KRAs OBJECTIVES TIMELINE
Weight
Per
KRA
Performance Indicators
(Quality, Efficiency, Timeliness) ACTUAL RESULTS RATING SCORE
Basic
Education
Service
Professional
Growth and
Development
(40%)
 Conduct at least an action
research related to school or
classroom concerns/ problems
during the year
 Participate in seminars,
workshops, trainings within a
year (division, regional or
national)
 Receive (division, regional or
national) awards/recognitions
within a year
 Serve as demonstration
teacher
June 15 to
March
2016
10%
10%
10%
10%
5 = Outstanding: Role Model; 100%
4 = Very Satisfactory: Consistently Demonstrates;
85% - 99%
3= Satisfactory: Most of the Time Demonstrates
70% - 84%
2 = Unsatisfactory: Sometimes Demonstrates;
55% - 69%
1 = Poor: Rarely Demonstrates: 54% and below
 Action research conducted and
utilized division wide with required
evidences
 Participated in National Training of
HEKASI Teachers
 Awarded Outstanding School Paper
Adviser, Regional Level
 4 lesson demonstrations served
4
5
4
5
.4
.5
.4
.5

5. Instructional
Competence
(40%)
 Handle teaching loads every
year
 Achieve at least 75% of the
students’ performance at the
end of the school year
 Attain 100% of the required
learning competencies for the
students in every quarter
 Increase NAT performance by
10%
June 15 to
March
2016
10%
10%
10%
10%
5 = Outstanding: Role Model; 100%
4 = Very Satisfactory: Consistently Demonstrates;
85% - 99%
3= Satisfactory: Most of the Time Demonstrates 70%
- 84%
2 = Unsatisfactory: Sometimes Demonstrates;
55% - 69%
1 = Poor: Rarely Demonstrates: 54% and below
 Had a full teaching load the whole
year
 100% of the student performance
got 85% and above GPA
 89% of the required competencies
in every quarter completed
 4% increase in NAT over last year
5
5
4
2
.5
.5
.4
.2
Instructional
Supervision
(20%)
 Observed 100% of the teachers
every quarter
 Conducted at least 3 mentoring/
coaching activities with teachers
quarterly
 Evaluated teachers’
performance twice a year.
June 15
to March
2016
10%
5%
5%
5 = Outstanding: Role Model; 100%
4 = Very Satisfactory: Consistently Demonstrates;
85% - 99%
3 = Satisfactory: Most of the Time Demonstrates
70% - 84%
2 = Unsatisfactory: Sometimes Demonstrates;
55% - 69%
1 = Poor: Rarely Demonstrates: 54% and below
 100% of all the teachers observed
with post conference with teacher
 Conducted mentoring /coaching
sessions to 5 teachers in every
quarter ( with report)
 Evaluated 100% of all teacher
performance following RPMS
framework cycle
5
5
5
.5
.25
.25
Overall Rating for Assessment 4.4
Very Satisfactory
Adjectival Rating Scale
Outstanding
Very Satisfactory
Satisfactory
Unsatisfactory
Poor
=
=
=
=
=
4.500 - 5.000
3.500 - 4.499
2.500 - 3.499
1.500 - 2.499
1.000 - 1.499
LILIBETH F. ASUNCION, Ed.D. AMADEO REI P. BUCASAS
Principal IV Master Teacher I

6. PART III:SUMMARY OF RATINGS FOR DISCUSSION
Final Performance Results Rating
Accomplishment of KRAs and Objectives 3.8
Employee-Superior Agreement
The signatures below confirm that the employee and his/her superior have agreed to the contents of the performance as captured in this form.
Name of Employee:
AMADEO REI P. BUCASAS
Name of Superior:
LILIBETH F. ASUNCION, Ed.D.
Signature: Signature:
Date:
April 6, 2016
Date:
April 6, 2016
PART IV:DEVELOPMENT PLANS
Strengths
Development Needs Action Plan
(Recommended Developmental
Intervention)
Timeline Resources Needed
Excellent at preparation of up to date and innovative lesson
plans and activities including adequate instructional aids
and ICT-based teaching materials.
Classroom is well-structured and very conducive to learning
Finish your doctorate degree for
further Master Teacher position
promotion
Require teacher to enroll in the Graduate
School
June 2016 Tuition Fees
Feedback:
You have the potential of becoming a Master Teacher II and a very good instructional leader, so prepare yourself by finishing your doctorate degree
LILIBETH F. ASUNCION, Ed.D. AMADEO REI P. BUCASAS
Principal IV Master Teacher I

7. PERFORMANCE MONITORING AND COACHING FORM
Date Critical Incidence Description Output Impact on Job/Action Plan Signature of
Ratee Rater
June 1,
2015
First day of classes, the teacher had his class orientation tagged
as “Getting to know you”
Students were excited
knowing their classmates
Students’ interest in making friends among
classmates was high making them at ease in school.
July 10,
2015
Lesson was on Fertilization in human beings. Video clip on how
sperms and egg cells unite to form fetus was shown. Guide
questions given ahead by the teacher were answered by
students as the video progressed. Concept development was
achieved when students defined terms and stated
generalizations in their own words,
Students showed much
interest in the lesson
The abstract concept of fertilization was concretized
in the minds of the students hence they understood
the lesson better. Keep up using ICT-based teaching
aids to capture well students’ attention and interest
Aug. 8,
2015
Release of cards for the First Grading Period. All parents were
present as shown by the attendance sheet. Top 5 performing
students in the class were given certificate of recognition.
Parents whose children had failing grades were reminded to
monitor the progress of their children. Anecdotal Records of the
teacher was discussed and parents signed on the records of their
child.
Parents were properly
informed of their
children’s performance in
the class
Students will be guided by their studies to improve
academic performance. Communicate regularly with
parents for them to know the progress of their child
in the school
Aug. 14,
2015
Teacher was updating the bulletin board in the classroom with
the help of his students. Lesson per unit, chapter was posted.
News clip related to the learning areas were posted. Arm chairs
were sand papered, nailed up, and were painted. Some parents
brought snacks for the team doing the work.
Classroom conducive to
learning
Structuring of the classroom was a team effort. It
gives the students a sense of belongingness for the
nice room they are using. Continue building up the
strong teamwork among the students and parents

8. EMPLOYEE FEEDBACK FORM
Strength Developmental Needs Action Plan
(Recommended Developmental Intervention)
Timeline Resources Needed
Excellent at preparation of up to date and
innovative lesson plans and activities
including adequate instructional aids and
ICT-based teaching materials.
Have a safe depository for your nice
visual aids especially the scientific
videos
Present the need to parents, look for possible
donors, recycle some available materials
August 2015 Budget for a cabinet
Donors
Classroom is well-structured and very
conducive to learning
Garbage bin should be provided not
only under the teacher’s table in the
corners too where students shall
deposit their trash.
Recycle some big boxes to have a trash bin June 2015 Recyclable Carton or boxes
Very strong holding power among
students
Beware of too much familiarity with
students particularly the girls.
Observe proper decorum in dealing with
students
Year-round Manual on Code of Ethics,
DECS 2003 Manual
Have a nice and harmonious relationship
with parents
Record the presence of parents and
their contribution to be
acknowledged in the parents
meeting
Come up with a record book June 2015 Recyclable Notebooks,
Budget for a standard record
book
Feedback:
You have been in the service for the last five years enroll in the graduate school for you have the potential of becoming an excellent Master Teacher or a future School Head.
Talent in dancing and singing is seen, thus, join the group of teachers who perform during teachers’ day, fiestas and other DEPED activities.

9. COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
Self-Management
1. Sets personal goals and direction, needs and development.
2. Understands personal actions and behavior that are clear and purposive and takes
into account personal goals and values congruent to that of the organization
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals
4. Prioritize work tasks and schedules (through Gantt charts, checklists, etc.) to
achieve goals
5. Sets high quality, challenging, realistic goals for self and others.
5
Teamwork
1. Willingly does his/her share of responsibility
2. Promotes collaboration and removes barriers to teamwork and goal
accomplishment across the organization.
3. Applies negotiation principles in arriving at win-win agreements.
4. Drives consensus and team ownership of decisions
5. Works constructively and collaboratively with others and across organizations
to accomplish organizational goals and objectives.
4
Professionalism and Ethics
1. Demonstrate the values and behavior enshrined in the Norms and Conduct and
Ethical Standards for Public Officials and Employees (RA 6713).
2. Practice ethical and professional behavior and conduct taking into account the
impact of his/her actions and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and
punctuality, good grooming and communication.
4. Makes personal sacrifices to meet the organization’s needs.
5. Act with a sense of urgency and responsibility to meet the organization’s needs,
improve system and help others improve their effectiveness.
5
Service Orientation
1. Can explain and articulate organizational directions, issues and problems.
2. Takes personal responsibility for dealing with and/or correcting customer
service issues and concerns.
3. Initiates activities that promotes advocacy for men and women
empowerment.
4. Participates in updating office vision, mission, mandates and strategies based
on DEPED strategies and directions.
5. Develops and adopts service improvement program through simplified
procedures that will further enhance service delivery.
5
Result Focus
1. Achieves results with optimal use of time and resources mist of the time.
2. Avoids rework, mistakes and wastage through effective work methods by placing
organizational needs before personal needs.
3. Delivers error-free outputs most of the time by conforming to standard operating
procedures correctly and consistently. Able to produce very satisfactory quality of
work in terms of usefulness/acceptability and completeness with no supervision
required.
4. Expresses a desire to do better and may express frustration at waste or
inefficiency. May focus on new or more precise ways of meeting goals set
5. Makes specific changes in the system or in own work methods to improve
performance. Examples may include doing something better, faster, at a lower
cost, more efficiently, or improving quality, customer satisfaction, morale, without
setting any specific goal.
4
Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster
new ideas, processes, and suggests better ways to do things (cost and/or
operational efficiency).
2. Demonstrates an ability to think “beyond the box”. Continuously focuses on
improving personal productivity to create higher value and results.
3. Promotes a creative climate and inspires co-workers to develop original ideas
or solutions.
4. Translates creative thinking into tangible changes and solutions that improve
the work unit and organization.
5. Uses ingenious methods to accomplish responsibilities. Demonstrates
resourcefulness and the ability to succeed with minimal resources.
5
5 – Role model; 4 – Consistently demonstrate; 3- Most of the time demonstrates; 2- Sometimes demonstrate; 1- Rarely demonstrate

10. CORE SKILLS
Achievement
1. Enjoy working hard
2. Is action-oriented and full of energy for the things he/she sees as challenging
3. Forwards personal, professional and work unit needs and interests in an issue.
4. Seize more opportunities than others
5. Strategic thinker
5
Managing Diversity
1. Respect all kinds of classes of people
2. Deals effectively with all races, nationalities. cultures, disabilities, ages and both
sexes
3. Support equal and fair treatment and opportunity for all
4.Applies equal standards and criteria to all classes
5.Manifest cultural and gender sensitivity when dealing with people
5
Accountability
1. Can be counted on to exceed goals successfully
2. Steadfastly pushes self and others towards results
3. Gets things done on time and optimum use of resources
4. Builds team spirit
5. Transacts with transparency
5 – Role model; 4 – Consistently demonstrate; 3- Most of the time demonstrates; 2- Sometimes demonstrate; 1- Rarely demonstrate
Note: These ratings can be used for the developmental plans of the employee.