Republic of the Philippines

Department of Education

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW

(IPCRF) PART I-IV
SY 2019-2020
This form is an Excel-based version of the Part I-IV of the Individual Performance Com
Form (IPCRF) as prescribed in the DepEd Order No. 2, s. 2015. It is intended to assist Teach
preparation of their IPCRF forms at different RPMS phases, e.g. Individual Performance Co
Form (IPCRF) and Development Plan during Performance Planning and Commitment phas
with computed final rating during Performance Review and Evaluation phase. The data ga
will help the Rateer in identifying the needs of teachers and in providing appropriate inte

This tool shall be accomplished by each teacher. When all Parts I-IV are accomplished,
and submit this tool, with the Portfolio, to the Rater for final review and assessment.

OVERVIEW
Please open this Workbook with Microsoft Excel 2010 or later. The Excel Workbook has 1
• READ THIS
• COT for RPMS-Proficient (green-colored sheet tab)
• IPCRF-Part 1-Proficient (green-colored sheet tab)
• IPCRF-Part 2-Proficient (green-colored sheet tab)
• IPCRF-Part 3-Proficient (green-colored sheet tab)
• IPCRF-Part 4-Proficient (green-colored sheet tab)
• COT for RPMS-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 1-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 2-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 3-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 4-Highly Proficient (blue-colored sheet tab)

READ THIS
This sheet contains information about the tool and how to use it.

COT for RPMS-Proficient & COT for RPMS-Highly Proficient

This is where you will encode the ratings that youhave obtained in all the Classroom Obse
reflected in the Classroom Observation Tool (COT) Rating Sheets. The sheet is partially loc
(Name, Learning Area, and the spaces for ratings) are unlocked for encoding. The sheet au
average transmuted rating of your COT ratings, which will be the rating for Quality for the
in the RPMS. The final rating is automatically reflected in the IPCRF-Part 1 and IPCRF-Part

IPCRF-Part 1-Proficient & IPCRF-Part 1-Highly Proficient

This is where you will encode your IPCRF rating per objective, by QET. The sheet is partial
(Information box on top, spaces for selected QET ratings, and name of Approving Authorit
for encoding. The sheet automatically computes for the Average and Score per Objective
turn, are automatically reflected in the IPCRF-Part 3 sheet.

IPCRF-Part 2-Proficient & IPCRF-Part 2-Highly Proficient

This sheet contains the Core Behavioral Competencies, where you will encode the results
behavioral competencies. Indicate the total number of competency indicators that you ha
This is where you will encode your IPCRF rating per objective, by QET. The sheet is partial
(Information box on top, spaces for selected QET ratings, and name of Approving Authorit
for encoding. The sheet automatically computes for the Average and Score per Objective
turn, are automatically reflected in the IPCRF-Part 3 sheet.

IPCRF-Part 2-Proficient & IPCRF-Part 2-Highly Proficient

This sheet contains the Core Behavioral Competencies, where you will encode the results
behavioral competencies. Indicate the total number of competency indicators that you ha
performance cycle in the space provided. The sheet is partially locked and only the space
number (1, 2, 3, 4, or 5) of competencies for each category of Core Behavioral Competenc
There are six (6) categories of core behavioral competencies (e.g. Self-Management, Profe

IPCRF-Part 3-Proficient & IPCRF-Part 3-Highly Proficient

This sheet, the Individual Performance Commitment Review Form Summary Sheet, shows
and by QET, your Average and Score per Objective, and your Final Rating for the performa
automatically generated from the encoded information and ratings in the IPCRF-Part 1 sh

IPCRF-Part 4-Proficient & IPCRF-Part 4-Highly Proficient

This sheet will contain your IPCRF-Development Plan. This sheet is completely unlocked. U
strengths and development needs, and the corresponding action plan, timeline, and resou
results of your e-SAT prior to the RPMS Cycle. You may update your Development Plan ba
performance review and evaluation during RPMS Phase IV.

HOW TO USE
A. Opening the Workbook
1. Open the Excel Workbook with Microsoft Excel 2010 or later.

2. Click Enable editing when a prompt appears.

3. Click Enable Macros or Enable Content when a prompt appears.

4. Click Update when a prompt appears.

5. Read and understand all the contents of this 'READ THIS' Sheet, then click Begin at

B. Encoding COT Ratings (in the COT for RPMS Sheet)

1. Encode your Name and Learning Area.

2. Input your all COT Ratings for the Classroom Observation period(s) you have been o
for the transmuted RPMS Rating for Quality for the classroom-observable Objectives b
encoded (e.g., from at least 1 COT and up to at most 4).

If you only have 2 COTs, you just need to encode the ratings under COT 1 an
blank.

C. Encoding IPCRF Ratings

1. Open the IPCRF-Part 1 sheet to begin encoding.

2. Input the Name of Employee/Ratee, Position, Bureau/Center/Service/Division, Rati

Position of Rater, Date of Review. Position field for RATEE has drop-down options.

3. Input the QET ratings for each objective. Note that only a certain number of cells ar
these cannot be blank.

4. Double check if all ratings in the necessary QET columns are filled in. Ensure that Fin
Ratings reflect on the space for Rating for Overall Accomplishments at the bottom of th

5. Encode the name of the Approving Authority in the space provided at the bottom o

D. Accomplishing the Competencies Part of the IPCRF

1. Open the IPCRF-Part 2 sheet to begin encoding.

2. Input the number of competency indicators (1, 2, 3, 4, or 5) for each of the 6 catego
Competencies that you have demonstrated during the performance cycle.

D. Preparing the Development Plans

1. Open the IPCRF-Part 4 sheet to begin encoding.
D. Accomplishing the Competencies Part of the IPCRF
1. Open the IPCRF-Part 2 sheet to begin encoding.

2. Input the number of competency indicators (1, 2, 3, 4, or 5) for each of the 6 catego
Competencies that you have demonstrated during the performance cycle.

D. Preparing the Development Plans

1. Open the IPCRF-Part 4 sheet to begin encoding.

2. Encode your strengths and development needs for both the Functional Competenc
Part I) and the Core Behavioral Competencies (in Part II).

3. Input your corresponding action plan (including the Learning Objectives and Interve
resources needed.

E. Submitting IPCRF Parts I-IV to your Rater

Print all 5 sheets: COT for RPMS; and IPCRF-Parts 1-4 that you have accomplished, in t
Submit these to your Rater, together with your RPMS Portfolio. There will be a face-to-fac
between the Ratee and the Rater.

T1-T3? MT1-M
Begin. Beg
This Excel-based file is developed by:

MR. ANGELO UY
Head Teacher III-Mathematics Department
Jacobo Z. Gonzales Memorial National High School
Schools Division Office of Biñan City
ation

NT AND REVIEW FORM

al Performance Commitment and Review

tended to assist Teachers/Ratees in the
idual Performance Commitment and Review
nd Commitment phase, accomplished IPCRF
on phase. The data gathered using this tool
ding appropriate interventions.

IV are accomplished, the teacher should print

and assessment.

Excel Workbook has 11 viewable sheets:

l the Classroom Observation periods (COT 1-4) as

e sheet is partially locked and only certain parts
ncoding. The sheet automatically computes for the
ng for Quality for the classroom observable objectives
art 1 and IPCRF-Part 3.

T. The sheet is partially locked and only certain parts

of Approving Authority at the bottom) are unlocked
Score per Objective and the Overall Rating, which, in

ll encode the results of the assessment of your core

ndicators that you have demonstrated during the
T. The sheet is partially locked and only certain parts
of Approving Authority at the bottom) are unlocked
Score per Objective and the Overall Rating, which, in

ll encode the results of the assessment of your core

ndicators that you have demonstrated during the
d and only the spaces where will you encode the
ehavioral Competencies are unlocked for encoding.
f-Management, Professionalism and Ethics).

mmary Sheet, shows your IPCRF rating per objective

ting for the performance cycle. Data in this sheet are
n the IPCRF-Part 1 sheet.

ompletely unlocked. Use this sheet to encode your

n, timeline, and resources needed based on the
Development Plan based on the results of your

rs.

, then click Begin at the bottom to start.

d(s) you have been observed. The Sheet computes

servable Objectives based on the COT rating that you

atings under COT 1 and COT 2. Leave COT 3 and COT 4

Service/Division, Rating Period, Name of Rater,

p-down options.

in number of cells are editable on this sheet and

led in. Ensure that Final Numerical and Adjectival

ts at the bottom of the sheet.

ided at the bottom of the sheet.

r each of the 6 categories of Core Behavioral

cycle.
r each of the 6 categories of Core Behavioral
cycle.

unctional Competencies (RPMS Objectives in

Objectives and Interventions), timeline, and

ve accomplished, in the required number of copies.

e will be a face-to-face validation of the IPCRF

MT1-MT4?
Begin.
 COT COMPUTATION FOR RPMS QUALITY (TI/TII/TIII)
Name of Teacher: Learning Area:
COT 1 COT 2 COT 3 COT 4 RPMS-IPCRF
COT Indicator
No. COT RPMS 5- COT RPMS 5- COT RPMS 5- COT RPMS 5- RPMS Rating for QUALITY Objective
Rating pt Scale Rating pt Scale Rating pt Scale Rating pt Scale No. PROTECTED AREA for RPMS Rating F
(A) (B) (C) (D) (E) (F) (G) (H) (I) (J) (K) (L)
1 0 0 0 0 #DIV/0! #DIV/0! 1 0 0
2 0 0 0 0 #DIV/0! #DIV/0! 2 0 0
3 0 0 0 0 #DIV/0! #DIV/0! 3 0 0
4 0 0 0 0 #DIV/0! #DIV/0! 4 0 0
5 0 0 0 0 #DIV/0! #DIV/0! 5 0 0
6 0 0 #DIV/0! #DIV/0! 6 0 0
7 0 0 0 0 #DIV/0! #DIV/0! 7 0 0
8 0 0.000 1 9 0 0
9 0 0.000 1 10 0 0
ECTED AREA for RPMS Rating For Quality

0 0 #DIV/0!
0 0 #DIV/0!
0 0 #DIV/0!
0 0 #DIV/0!
0 0 #DIV/0!
0 0 #DIV/0!
0 0 #DIV/0!
0 0 0
0 0 0
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III
Name of Employee: Name of Rater:

Position: Position:

Bureau/Center/Service/Division: Date of Review:

Rating Period:

TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 1. Content 1. Applied 0 22.50% Quality Showed knowledge of Showed knowledge of Showed knowledge of Showed knowledge of No acceptable evidence #DIV/0!
content and its content and its content and its content and its was shown
Education Knowledge knowledge of integration within and integration within and integration within and integration within and
Services and Pedagogy content within and across subject areas as across subject areas as across subject areas as across subject areas as
across curriculum shown in the Main MOV shown in the Main MOV shown in the Main MOV shown in the Main MOV
teaching areas. with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4

### ### #DIV/0!

Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence #N/A
each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown
Supporting MOV Supporting MOV Supporting MOV Supporting MOV
 Timeliness
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 2. Used a range of 0 Quality Facilitated using Facilitated using Facilitated using Facilitated using No acceptable evidence #DIV/0!
different teaching different teaching different teaching different teaching was shown
Education teaching strategies
strategies that promote strategies that promote strategies that promote strategies that promote
Services that enhance reading, writing and/or reading, writing and/or reading, writing and/or reading, writing and/or
learner numeracy skills as numeracy skills as numeracy skills as numeracy skills as
achievement in shown in the Main MOV shown in the Main MOV shown in the Main MOV shown in the Main MOV
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
literacy and
numeracy skills.

Efficiency Submitted 4 Main MOV, Submitted 2 Main MOV, Submitted 3 Main MOV, Submitted 1 Main MOV No acceptable evidence #N/A
### ### #DIV/0!
each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown
Supporting MOV Supporting MOV Supporting MOV Supporting MOV

Timeliness
Basic 3. Applied a range 0 Quality Used different teaching Used different teaching Used different teaching Used different teaching No acceptable evidence #DIV/0!
strategies that develop strategies that develop strategies that develop strategies that develop was shown
Education of teaching critical and/or creative critical and/or creative critical and/or creative critical and/or creative
Services strategies to thinking, as well as thinking, as well as thinking, as well as thinking, as well as
develop critical and other HOTS as shown other HOTS as shown other HOTS as shown other HOTS as shown
creative thinking, in the Main MOV with a in the Main MOV with a in the Main MOV with a in the Main MOV with a
rating of 7 rating of 6 rating of 5 rating of 4
as well as other
higher-order
thinking skills.

### ### #DIV/0!

Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence #N/A
each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown
Supporting MOV Supporting MOV Supporting MOV Supporting MOV

Timeliness
 Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 2. Learning 4. Managed 0 22.50% Quality Used classroom Used classroom Used classroom Used classroom No acceptable evidence #DIV/0!
management strategies management strategies management strategies management strategies was shown
Education Environment classroom that engage learners in that engage learners in that engage learners in that engage learners in
Services and Diversity structure to activities/ tasks as activities/ tasks as activities/ tasks as activities/ tasks as
of Learners engage learners, shown in the Main MOV shown in the Main MOV shown in the Main MOV shown in the Main MOV
individually or in with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
groups, in
meaningful
exploration,
discovery and
### ### #DIV/0!
hands-on activities Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence #N/A
within a range of each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown
Supporting MOV Supporting MOV Supporting MOV Supporting MOV
physical learning
environments.

Timeliness
Basic 5. Managed 0 Quality Applied teacher Applied teacher Applied teacher Applied teacher No acceptable evidence #DIV/0!
management strategies management strategies management strategies management strategies was shown
Education learner behavior of learner behavior that of learner behavior that of learner behavior that of learner behavior that
Services constructively by promote positive and promote positive and promote positive and promote positive and
applying positive non-violent discipline as non-violent discipline as non-violent discipline as non-violent discipline as
and non-violent shown in the MOV with shown in the MOV with shown in the MOV with shown in the MOV with
a rating of 7 a rating of 6 a rating of 5 a rating of 4
discipline to ensure
learning-focused
environments.

### ### #DIV/0!

Efficiency Submitted 4 COT rating Submitted 3 COT rating Submitted 2 COT rating Submitted 1 COT rating No acceptable evidence #N/A
sheets/inter- observer sheets/inter- observer sheets/inter- observer sheet/inter- observer was shown
agreement forms, each agreement forms, each agreement forms, each agreement form with
with 4 strategies as with 4 strategies as with 4 strategies as any 1 of the given
noted in the comment noted in the comment noted in the comment strategies as noted in
section section section the comment section

Timeliness
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Actual Results Score
per KRA
 Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 6. Used 0 Quality Applied differentiated Applied differentiated Applied differentiated Applied differentiated No acceptable evidence #DIV/0!
teaching strategies to teaching strategies to teaching strategies to teaching strategies to was shown
Education differentiated, address learner address learner address learner address learner
Services developmentally diversity as shown in diversity as shown in diversity as shown in diversity as shown in
appropriate the Main MOV with a the Main MOV with a the Main MOV with a the Main MOV with a
learning rating of 7 rating of 6 rating of 5 rating of 4
experiences to
address learners’
gender, needs,
strengths, interests Efficiency Submitted 2 Main MOV Submitted 2 Main MOV Submitted 2 Main MOV Submitted 1 Main MOV No acceptable evidence #N/A
with 4 differentiated with 3 differentiated with 2 differentiated with 1 differentiated was shown
and experiences. teaching strategies as teaching strategies as teaching strategies as teaching strategy as ### ### #DIV/0!
observed in 2 lessons, observed in 2 lessons, observed in 2 lessons, observed in 1 lesson
each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the
Supporting MOV Supporting MOV Supporting MOV Supporting MOV

Timeliness
Basic 3. Curriculum 7. Planned, 0 22.50% Quality Planned and Planned and Planned and Planned and No acceptable evidence #DIV/0!
implemented implemented implemented implemented was shown
Education and Planning managed and
developmentally developmentally developmentally developmentally
Services implemented sequenced teaching sequenced teaching sequenced teaching sequenced teaching
developmentally and learning process as and learning process as and learning process as and learning process as
sequenced shown in the Main MOV shown in the Main MOV shown in the Main MOV shown in the Main MOV
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
teaching and
learning processes
to meet curriculum
requirements and
varied teaching Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence #N/A
contexts. each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown
Supporting MOV Supporting MOV Supporting MOV Supporting MOV
### ### #DIV/0!

Timeliness
 Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 8. Participated in 0 Quality Consistently Frequently participated Occasionally Rarely participated in No acceptable evidence #N/A
participated in LAC in LAC sessions/FGDs/ participated in LAC LAC sessions/FGDs/ was shown
Education collegial sessions/FGDs/ meetings to discuss sessions/FGDs/ meeting to discuss
Services discussions that meetings to discuss teacher/learner meetings to discuss teacher/learner
use teacher and teacher/learner feedback to enrich teacher/learner feedback to enrich
learner feedback to feedback to enrich instruction as shown in feedback to enrich instruction as shown in
instruction as shown in the MOV submitted instruction as shown in the MOV submitted
enrich teaching the MOV submitted the MOV submitted
practice.

### #DIV/0!

Efficiency Participated in 4 LAC Participated in 3 LAC Participated in 2 LAC Participated in 1 LAC No acceptable evidence #N/A
sessions/ sessions/ sessions/ session/FGD/ meeting was shown
FGDs/meetings on FGDs/meetings on FGDs/meetings on on teacher/ learner
teacher/ learner teacher/learner teacher/ learner feedback as evidently
feedback as evidently feedback as evidently feedback as evidently shown in the MOV
shown in the MOV shown in the MOV shown in the MOV submitted
submitted submitted submitted
Timeliness
Basic 9. Selected, 0 Quality Developed and used Developed and used Developed and used Developed and used No acceptable evidence No acceptable evidence
varied teaching and varied teaching and varied teaching and varied teaching and was shown was shown
Education developed,
learning resources, learning resources, learning resources, learning resources,
Services organized and including ICT, to including ICT, to including ICT, to including ICT, to
used appropriate address learning goals address learning goals address learning goals address learning goals
teaching and as shown in the Main as shown in the Main as shown in the Main as shown in the Main
MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5 MOV with a rating of 4
learning resources,
including ICT, to
address learning
goals.

Efficiency Submitted 1 Main MOV Submitted 1 Main MOV Submitted 1 Main MOV Submitted 1 Main MOV No acceptable evidence #N/A
with 4 varied teaching with 3 varied teaching with 2 varied teaching with 1 teaching and was shown 1 1.000 0.075
and learning resources, and learning resources, and learning resources, learning resource,
including ICT, as shown including ICT, as shown including ICT, as shown including ICT, as shown
in 1 Supporting MOV in 1 Supporting MOV in 1 Supporting MOV in 1 Supporting MOV

Timeliness
 Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 4. Assessment 10. Designed, 0 22.50% Quality Designed, selected, Designed, selected, Designed, selected, Designed, selected, No acceptable evidence No acceptable evidence
organized and used organized and used organized and used organized and used was shown was shown
Education and Reporting selected, diagnostic, formative diagnostic, formative diagnostic, formative diagnostic, formative
Services organized and and summative and summative and summative and summative
used diagnostic, assessment strategies assessment strategies assessment strategies assessment strategies
formative and consistent with consistent with consistent with consistent with
curriculum requirements curriculum requirements curriculum requirements curriculum requirements
summative as shown in the Main as shown in the Main as shown in the Main as shown in the Main
assessment MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5 MOV with a rating of 4
strategies
consistent with
curriculum
requirements.
1 1.000 0.075

Efficiency Submitted 1 Main MOV Submitted 1 Main MOV Submitted 1 Main MOV Submitted 1 Main MOV No acceptable evidence #N/A
with 4 varied with 3 varied with 2 varied with 1 assessment was shown
assessment strategies assessment strategies assessment strategies strategy as shown in
as shown in any as shown in any as shown in any any Supporting MOV
Supporting MOV Supporting MOV Supporting MOV

Timeliness
Basic 11. Monitored and 0 Quality Consistently monitored Frequently monitored Occasionally monitored Rarely monitored and No acceptable evidence #N/A
and evaluated learner and evaluated learner and evaluated learner evaluated learner was shown
Education evaluated learner progress and progress and progress and progress and
Services progress and achievement using achievement using achievement using achievement using
achievement using learner attainment data learner attainment data learner attainment data learner attainment data
learner attainment as shown in the MOV as shown in the MOV as shown in the MOV as shown in the MOV
submitted submitted submitted submitted
data.

### #DIV/0!
Efficiency Submitted 4 different Submitted 3 different Submitted 2 different Submitted any 1 of the No acceptable evidence #N/A
kinds of acceptable kinds of acceptable kinds of acceptable acceptable MOV was shown
MOV MOV MOV

Timeliness Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable evidence #N/A
distributed across 4 distributed across 3 distributed across 2 completed in only 1 was shown
quarters quarters quarters quarter
 Timeliness Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable evidence #N/A
distributed across 4 distributed across 3 distributed across 2 completed in only 1 was shown
quarters quarters quarters quarter

Performance Indicators
Rating
Weight
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA
QET
5 4 3 2 1 Q E T Ave

Basic 12. Communicated 0 Quality Consistently showed Frequently showed Occasionally showed Rarely showed prompt No acceptable evidence #N/A
prompt and clear prompt and clear prompt and clear and clear was shown
Education promptly and communication of the communication of the communication of the communication of the
Services clearly the learners’ needs, learners’ needs, learners’ needs, learners’ needs,
learners’ needs, progress and progress and progress and progress and
progress and achievement to key achievement to key achievement to key achievement to key
stakeholders, including stakeholders, including stakeholders, including stakeholders, including
achievement to
parents/ guardians as parents/ guardians as parents/ guardians as parents/ guardians as
key stakeholders, shown in the MOV shown in the MOV shown in the MOV shown in the MOV
including submitted submitted submitted submitted
parents/guardians.

### #DIV/0!

Efficiency Submitted 4 different Submitted 3 different Submitted 2 different Submitted any 1 of the No acceptable evidence #N/A
kinds of acceptable kinds of acceptable kinds of acceptable acceptable MOV was shown
MOV MOV MOV

Timeliness Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable evidence #N/A
distributed across 4 distributed across 3 distributed across 2 completed in only 1 was shown
quarters quarters quarters quarter
 Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 5. Plus Factor 13. Performed 0 10% Quality Consistently performed Frequently performed Occasionally performed Rarely performed No acceptable evidence #N/A
various related various related various related various related was shown
Education various related
work/activities that work/activities that work/activities that work/activities that
Services works/activities contribute to the contribute to the contribute to the contribute to the
that contribute to teaching learning teaching learning teaching learning teaching learning
the teaching- process as shown in the process as shown in the process as shown in the process as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
learning process.

### #DIV/0!

Efficiency Submitted 4 different Submitted 3 different Submitted 2 different Submitted any 1 of the No acceptable evidence #N/A
kinds of acceptable kinds of acceptable kinds of acceptable acceptable MOV was shown
MOV MOV MOV

Timeliness
RATING FOR
OVERALL
#DIV/0! ###
ACCOMPLISH-
MENTS
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
 0 0
Ratee Rater Approving Authority
 PART II: COMPETENCIES
Instructions: Please indicate the number of competency indicators that you demonstrated during the performance cycle.
CORE BEHAVIORAL COMPETENCIES
Self-Management Teamwork

1. Sets personal goals and directions, needs and development. 1. Willingly does his/her share of responsibility.

2. Undertakes personal actions and behavior that are clear and purposive and takes into account personal 2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the
goals and values congruent to that of the organization. organization.

3. Displays emotional maturity and enthusiasm for and is challenged by higher goals. 3. Applies negotiation principles in arriving at win-win agreements.

4. Prioritizes work tasks and schedules (through Gantt chants, checklists, etc.) to achieve goals. 4. Drives consensus and team ownership of decisions.

5. Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics
1. Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards for
Public Officials and Employees (RA 6713).
2. Practices 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. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve system and
help others improve their effectiveness.
Results Focus
1. Achieves results with optimal use of time and resources most of the time.
2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs
before personal needs.
5. Works constructively and collaboratively with others and across organizations to accomplish organization
goals and objectives.
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 promote 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.
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. Delivers error-free outputs most of the time by conforming to standard operating procedures correctly
and consistently. Able to produce very satisfactory quality work in terms of usefulness/acceptability and 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
completeness with no supervision required.

4. Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new 4. Translates creative thinking into tangible changes and solutions that improve the work unit and
or more precise ways of meeting goals set. organization.

5. Makes specific changes in the system or in own work methods to improve performance. Examples may
5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability to
include doing something better, faster, at a lower cost, more efficiently, or improving quality, customer
succeed with minimal resources.
satisfaction, morale, without setting any specific goal.

Note: The assessment in the demonstration of competencies shall not be reflected in the final rating. These competencies are monitored to inform professional development plans (DepEd Order No. 2, s. 2015, p. 9).
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) SUMMARY SHEET
Teacher I-III (Proficient Teacher)

Name of Employee: 0 Name of Rater: 0

Position: 0 Position: 0
Bureau/Center/Service/Division: 0 Date of Review: December 30, 1899
Rating Period: 0

PART III. SUMMARY OF RATINGS FOR DISCUSSION

Weight per Weight per Numerical Ratings
KRA Objectives Score
KRA Objective Q E T Ave
Objective 1 7.5% #DIV/0! 0 #DIV/0! #DIV/0!
KRA 1 22.5% Objective 2 7.5% #DIV/0! 0 #DIV/0! #DIV/0!
Objective 3 7.5% #DIV/0! 0 #DIV/0! #DIV/0!
Objective 4 7.5% #DIV/0! 0 #DIV/0! #DIV/0!
KRA 2 22.5% Objective 5 7.5% #DIV/0! 0 #DIV/0! #DIV/0!
Objective 6 7.5% #DIV/0! 0 #DIV/0! #DIV/0!
Objective 7 7.5% #DIV/0! 0 #DIV/0! #DIV/0!
KRA 3 22.5% Objective 8 7.5% 0 0 #DIV/0! #DIV/0!
Objective 9 7.5% 1 0 1.000 0.075
Objective 10 7.5% 1 0 1.000 0.075
KRA 4 22.5% Objective 11 7.5% 0 0 0 #DIV/0! #DIV/0!
Objective 12 7.5% 0 0 0 #DIV/0! #DIV/0!
Plus Factor 10% Objective 13 10% 0 0 #DIV/0! #DIV/0!
FINAL PERFORMANCE Final Rating #DIV/0!
Accomplishments of KRAs and Objectives
RESULTS Adjectival Rating #DIV/0!

0 0 0
Ratee Rater Approving Authority

Strengths
A. Functional Competencies
PART IV: DEVELOPMENT PLANS
Action Plan
Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention

B. Core Behavioral Competencies

Feedback:
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_________
 0 0 0
RATEE RATER APPROVING AUTHORITY
 COT COMPUTATION FOR RPMS QUALITY (MTI/MTII/MTIII/MTIV)
Name of Teacher: Learning Area: Mathematics
COT 1 COT 2 COT 3 COT 4 RPMS-IPCRF
COT Indicator
No. COT RPMS 5- COT RPMS 5- COT RPMS 5- COT RPMS 5- RPMS Rating for QUALITY Objective
Rating pt Scale Rating pt Scale Rating pt Scale Rating pt Scale No. PROTECTED AREA for RPMS Rating F
(A) (B) (C) (D) (E) (F) (G) (H) (I) (J) (K) (L)
1 0 0 0 0 #DIV/0! #DIV/0! 1 0 0
2 0 0 0 0 #DIV/0! #DIV/0! 3 0 0
3 0 0 0 0 #DIV/0! #DIV/0! 4 0 0
4 0 0 0 0 #DIV/0! #DIV/0! 5 0 0
5 0 0 0 0 #DIV/0! #DIV/0! 7 0 0
ECTED AREA for RPMS Rating For Quality

0 0 #DIV/0!
0 0 #DIV/0!
0 0 #DIV/0!
0 0 #DIV/0!
0 0 #DIV/0!
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Master Teacher I-IV
Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period:

TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 1. Content 1. Modeled 0 22.50% Quality Modeled effective Modeled effective Modeled effective Modeled effective No acceptable evidence #DIV/0!
applications of content applications of content applications of content applications of content was shown
Education Knowledge effective knowledge within and knowledge within and knowledge within and knowledge within and
Services and Pedagogy applications of across curriculum across curriculum across curriculum across curriculum
content knowledge teaching areas as teaching areas as teaching areas as teaching areas as
within and across shown in the Main MOV shown in the Main MOV shown in the Main MOV shown in the Main MOV
with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
curriculum
teaching areas.

Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence #N/A ### ### #DIV/0!
each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown
Supporting MOV Supporting MOV Supporting MOV Supporting MOV

Timeliness
Basic 2. Collaborated 0 Quality Conducted, completed Conducted and Conducted action Proposed action No acceptable evidence #N/A
and disseminated action completed action research with research with was shown
Education with colleagues in research with research with colleagues colleagues
Services the conduct and colleagues colleagues
application of
research to enrich
knowledge of
Efficiency Submitted any 4 of the Submitted any 3 of the Submitted any 2 of the Submitted any 1 of the No acceptable evidence #N/A
content and ### #DIV/0!
acceptable MOV acceptable MOV acceptable MOV acceptable MOV was shown
pedagogy.
 knowledge of
content and ### #DIV/0!
pedagogy.

Timeliness Presented the research Completed the research Conducted the research Proposed the research No acceptable evidence #N/A
report within the rating report within the rating report within the rating report within the rating was shown
period period period period

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 3. Developed and 0 Quality Demonstrated effective Demonstrated effective Demonstrated effective Demonstrated effective No acceptable evidence #DIV/0!
teaching strategies to teaching strategies to teaching strategies to teaching strategies to was shown
Education applied effective
promote critical and/or promote critical and/or promote critical and/or promote critical and/or
Services teaching strategies creative thinking, as creative thinking, as creative thinking, as creative thinking, as
to promote critical well as other higher- well as other higher- well as other higher- well as other higher-
and creative order thinking skills as order thinking skills as order thinking skills as order thinking skills as
shown in the Main MOV shown in the Main MOV shown in the Main MOV shown in the Main MOV
thinking, as well as with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
other higher-order
thinking skills.

### ### #DIV/0!

Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence #N/A
each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown
Supporting MOV Supporting MOV Supporting MOV Supporting MOV

Timeliness
Basic 2. Learning 4. Worked with 0 22.50% Quality Modeled and shared Modeled and shared Modeled and shared Modeled and shared No acceptable evidence #DIV/0!
effective classroom effective classroom effective classroom effective classroom was shown
Education Environment colleagues to management strategies management strategies management strategies management strategies
Services and Diversity model and share that engage learners in that engage learners in that engage learners in that engage learners in
of Learners effective activities/ tasks done in activities/ tasks done in activities/ tasks done in activities/ tasks done in
techniques in the different physical different physical different physical different physical
learning environments learning environments learning environments learning environments
management of
as shown in the Main as shown in the Main as shown in the Main as shown in the Main
classroom MOV with a rating of 8 MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5
structure to
engage learners,
individually or in
groups, in ### ### #DIV/0!
meaningful
exploration,
discovery and
hands-on activities
within a range of
physical learning
environments.
 individually or in
groups, in ### ### #DIV/0!
meaningful
exploration,
discovery and Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence #N/A
hands-on activities each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown
within a range of Supporting MOV Supporting MOV Supporting MOV Supporting MOV
physical learning
environments.

Timeliness
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 5. Exhibited 0 Quality Exhibited effective and Exhibited effective and Exhibited effective and Exhibited effective and No acceptable evidence #DIV/0!
constructive behavior constructive behavior constructive behavior constructive behavior shown
Education effective and management skills by management skills by management skills by management skills by
Services constructive applying positive and applying positive and applying positive and applying positive and
behavior non-violent discipline to non-violent discipline to non-violent discipline to non-violent discipline to
management skills ensure learning-focused ensure learning-focused ensure learning-focused ensure learning-focused
environments shown in environments shown in environments shown in environments shown in
by applying
the MOV with a rating of the MOV with a rating of the MOV with a rating of the MOV with a rating of
positive and non- 8 7 6 5
violent discipline to
ensure learning-
focused
environments. ### ### #DIV/0!

Efficiency Submitted 4 COT rating Submitted 3 COT rating Submitted 2 COT rating Submitted 1 COT rating No acceptable evidence #N/A
sheets/inter-observer sheets/inter-observer sheets/inter-observer sheet/inter-observer was shown
agreement forms, each agreement forms, each agreement forms, each agreement form with
with 7 strategies as with 7 strategies as with 7 strategies as any 1 of the given
noted in the comment noted in the comment noted in the comment strategies as noted in
section section section the comment section

Timeliness
Basic 6. Worked with 0 Quality Worked with colleagues Worked with colleagues Worked with colleagues Worked with colleagues No acceptable evidence #N/A
at least in the in the school level to in the department or but no evidence of shown
Education colleagues to
district/cluster level to share differentiated, grade level to share sharing differentiated,
Services share share differentiated, developmentally differentiated, developmentally
differentiated, developmentally appropriate developmentally appropriate
developmentally appropriate opportunities to address appropriate opportunities to address
opportunities to address learners’ differences opportunities to address learners’ differences
appropriate learners’ differences learners’ differences with others
opportunities to
address learners’
differences in
gender, needs,
### #DIV/0!
strengths, interests
and experiences.
 address learners’
differences in
gender, needs,
### #DIV/0!
strengths, interests
and experiences. Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence #N/A
each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown
Supporting MOV Supporting MOV Supporting MOV Supporting MOV

Timeliness

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 3. Curriculum 7. Developed and 0 22.50% Quality Developed and applied Developed and applied Developed and applied Developed and applied No acceptable evidence #DIV/0!
effective strategies effective strategies effective strategies effective strategies was shown
Education and Planning applied effective showing showing showing showing
Services strategies in the developmentally- developmentally- developmentally- developmentally-
planning and sequenced teaching sequenced teaching sequenced teaching sequenced teaching
management of and learning process as and learning process as and learning process as and learning process as
shown in the Main MOV shown in the Main MOV shown in the Main MOV shown in the Main MOV
developmentally with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
sequenced
teaching and
learning processes
to meet curriculum
requirements and ### ### #DIV/0!
Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence #N/A
varied teaching each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown
contexts. Supporting MOV Supporting MOV Supporting MOV Supporting MOV

Timeliness

Basic 8. Reviewed with 0 Quality Consistently led Frequently led Occasionally led Rarely led collaborative No acceptable evidence #N/A
collaborative reviews of collaborative reviews of collaborative reviews of reviews of teacher and was shown
Education colleagues, teacher and learner teacher and learner teacher and learner learner feedback as
Services teacher and feedback as evidenced feedback as evidenced feedback as evidenced evidenced by the MOV
learner feedback to by the MOV submitted by the MOV submitted by the MOV submitted submitted
plan, facilitate and
enrich teaching
practice.

### #DIV/0!
 plan, facilitate and
enrich teaching
practice.

Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence #N/A
each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown
Supporting MOV Supporting MOV Supporting MOV Supporting MOV
### #DIV/0!

Timeliness

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 9. Advised and 0 Quality Consistently advised Frequently advised Occasionally advised Rarely advised No acceptable evidence #N/A
colleagues in the colleagues in the colleagues in the colleagues in the was shown
Education guided colleagues selection, organization, selection, organization, selection, organization, selection, organization,
Services in the selection, development and development and development and development and
organization, appropriate use of appropriate use of appropriate use of appropriate use of
development and teaching and learning teaching and learning teaching and learning teaching and learning
resources as shown in resources as shown in resources as shown in resources as shown in
use of appropriate
the MOV submitted the MOV submitted the MOV submitted the MOV submitted
teaching and
learning resources,
including ICT, to
address specific
learning goals. ### #DIV/0!

Efficiency Submitted 4 of the Submitted 3 of the Submitted 2 of the Submitted 1 of the No acceptable evidence #N/A
acceptable MOV acceptable MOV acceptable MOV acceptable MOV was shown

Timeliness
Basic 4. Assessment 10. Worked 0 22.50% Quality Consistently reviewed Frequently reviewed Occasionally reviewed Rarely reviewed No acceptable evidence #N/A
collaboratively collaboratively collaboratively collaboratively was shown
Education and Reporting collaboratively with assessment tools with assessment tools with assessment tools with assessment tools with
Services colleagues to colleagues as shown in colleagues as shown in colleagues as shown in colleagues as shown in
review the design, the MOV submitted the MOV submitted the MOV submitted the MOV submitted
selection,
organization and
use of a range of
effective
diagnostic, ### #DIV/0!
formative and Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable evidence #N/A
summative assessment tools as assessment tools as assessment tools as assessment tool as was shown
evidently shown in any evidently shown in any evidently shown in any evidently shown in any
assessment of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV
strategies
consistent with
curriculum
requirements.
Timeliness
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 11. Interpreted 0 Quality Consistently Frequently collaborated Occasionally Rarely collaborated with No acceptable evidence #N/A
collaborated with with colleagues in the collaborated with colleagues in the was shown
Education collaboratively colleagues in the interpretation of colleagues in the interpretation of
Services monitoring and interpretation of assessment data as interpretation of assessment data as
evaluation assessment data as shown in the MOV assessment data as shown in the MOV
strategies of shown in the MOV submitted shown in the MOV submitted
submitted submitted
attainment data to
support learner
progress and
achievement.
### #DIV/0!

Efficiency Submitted 2 different Submitted 3 of the same Submitted 2 of the same Submitted any 1 of the No acceptable evidence #N/A
types of MOV kind of MOV kind of MOV MOV was shown

Timeliness
Basic 12. Applied skills in 0 Quality Consistently applied Frequently applied skills Occasionally applied Rarely applied skills in No acceptable evidence #N/A
skills in the effective in the effective skills in the effective the effective was shown
Education the effective communication of communication of communication of communication of
Services communication of learner needs and learner needs and learner needs and learner needs and
learner needs, progress to parents/ progress to parents/ progress to parents/ progress to parents/
progress and guardians as shown in guardians as shown in guardians as shown in guardians as shown in
the MOV submitted the MOV submitted the MOV submitted the MOV submitted
achievement to
key stakeholders,
including
parents/guardians.

### #DIV/0!

Efficiency Submitted 4 of the Submitted 3 of the Submitted 2 of the Submitted 1 of the No acceptable evidence #N/A
acceptable MOV acceptable MOV acceptable MOV acceptable MOV was shown

Timeliness

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 5. Plus Factor 13. Performed 0 10% Quality Consistently performed Frequently performed Occasionally performed Rarely performed No acceptable evidence #N/A
special tasks and/or special tasks and/or special tasks and/or special tasks and/or was shown
Education various related assignments as shown assignments as shown assignments as shown assignments as shown
Services works/activities in the MOV submitted in the MOV submitted in the MOV submitted in the MOV submitted
that contribute to
the teaching-
learning process. ### #DIV/0!

Efficiency Submitted 4 of the Submitted 3 of the Submitted 2 of the Submitted 1 of the No acceptable evidence #N/A
acceptable MOV acceptable MOV acceptable MOV acceptable MOV was shown
Timeliness
RATING FOR
OVERALL
#DIV/0! ###
ACCOMPLISH-
MENTS
 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

0 0
Ratee Rater Approving Authority
 PART II: COMPETENCIES
Instructions: Please indicate the number of competency indicators that you demonstrated during the performance cycle.
CORE BEHAVIORAL COMPETENCIES
Self-Management Teamwork

1. Sets personal goals and directions, needs and development. 1. Willingly does his/her share of responsibility.

2. Undertakes personal actions and behavior that are clear and purposive and takes into account personal 2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the
goals and values congruent to that of the organization. organization.

3. Displays emotional maturity and enthusiasm for and is challenged by higher goals. 3. Applies negotiation principles in arriving at win-win agreements.

4. Prioritizes work tasks and schedules (through Gantt chants, checklists, etc.) to achieve goals. 4. Drives consensus and team ownership of decisions.

5. Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics
1. Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards for
Public Officials and Employees (RA 6713).
2. Practices 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. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve system and
help others improve their effectiveness.
Results Focus
1. Achieves results with optimal use of time and resources most of the time.
2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs
before personal needs.
5. Works constructively and collaboratively with others and across organizations to accomplish organization
goals and objectives.
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 promote 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.
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. Delivers error-free outputs most of the time by conforming to standard operating procedures correctly
and consistently. Able to produce very satisfactory quality work in terms of usefulness/acceptability and 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
completeness with no supervision required.

4. Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new 4. Translates creative thinking into tangible changes and solutions that improve the work unit and
or more precise ways of meeting goals set. organization.

5. Makes specific changes in the system or in own work methods to improve performance. Examples may
5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability to
include doing something better, faster, at a lower cost, more efficiently, or improving quality, customer
succeed with minimal resources.
satisfaction, morale, without setting any specific goal.

Note: The assessment in the demonstration of competencies shall not be reflected in the final rating. These competencies are monitored to inform professional development plans (DepEd Order No. 2, s. 2015, p. 9).
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) SUMMARY SHEET
Master Teacher I-IV (Highly Proficient Teacher)

Name of Employee: 0 Name of Rater: 0

Position: 0 Position: 0
Bureau/Center/Service/Division: 0 Date of Review: December 30, 1899
Rating Period: 0

PART III. SUMMARY OF RATINGS FOR DISCUSSION

Weight per Weight per Numerical Ratings
KRA Objectives Score
KRA Objective Q E T Ave
Objective 1 7.5% #DIV/0! 0 #DIV/0! #DIV/0!
KRA 1 22.5% Objective 2 7.5% 0 0 0 #DIV/0! #DIV/0!
Objective 3 7.5% #DIV/0! 0 #DIV/0! #DIV/0!
Objective 4 7.5% #DIV/0! 0 #DIV/0! #DIV/0!
KRA 2 22.5% Objective 5 7.5% #DIV/0! 0 #DIV/0! #DIV/0!
Objective 6 7.5% 0 0 #DIV/0! #DIV/0!
Objective 7 7.5% #DIV/0! 0 #DIV/0! #DIV/0!
KRA 3 22.5% Objective 8 7.5% 0 0 #DIV/0! #DIV/0!
Objective 9 7.5% 0 0 #DIV/0! #DIV/0!
Objective 10 7.5% 0 0 #DIV/0! #DIV/0!
KRA 4 22.5% Objective 11 7.5% 0 0 #DIV/0! #DIV/0!
Objective 12 7.5% 0 0 #DIV/0! #DIV/0!
Plus Factor 10% Objective 13 10% 0 0 #DIV/0! #DIV/0!
FINAL PERFORMANCE Final Rating #DIV/0!
Accomplishments of KRAs and Objectives
RESULTS Adjectival Rating #DIV/0!

0 0 0
Ratee Rater Approving Authority

Strengths
A. Functional Competencies
PART IV: DEVELOPMENT PLANS
Action Plan
Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention

B. Core Behavioral Competencies

Feedback:
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_________
 0 0 0
RATEE RATER APPROVING AUTHORITY