INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: EUGENE C. MANALO Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: __________________
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight per PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy (40%) across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
within a range of Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4

DEPED RPMS form – For Teachers I 1

 non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives Timeline
environment.
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight per
KRA
Outstanding
QET
(5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Submitted at least 4 varied
assessment tools as evidently
Efficiency shown in any 1 of the
acceptable MOV
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
Q E T Ave.
(4) (3) (2) (1)
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV
DEPED RPMS form – For Teachers I 2
 Weight per
MFOs KRAs Objectives Timeline KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Timeliness

DEPED RPMS form – For Teachers I 3

 Weight per
MFOs KRAs Objectives Timeline KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted

Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various 10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work/activities related work / activities that related work / activities that various related work / related work / activities that shown
that contribute to the contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
teaching-learning Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
process. the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING

Conforme:
Reviewed by:
NEIL VINCENT L. LOZANO
Teacher I VERGONIA MEREGENE V. CORPUZ, Ed.D Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 4

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee:
Position:
School / Division: Natividad High School/ Pampanga Date of Review: __________________
Review Period:
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight per PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy (40%) across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
within a range of Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4

DEPED RPMS form – For Teachers I 5

 non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives Timeline
environment.
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight per
KRA
Outstanding
QET
(5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Submitted at least 4 varied
assessment tools as evidently
Efficiency shown in any 1 of the
acceptable MOV
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
Q E T Ave.
(4) (3) (2) (1)
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV
DEPED RPMS form – For Teachers I 6
 Weight per
MFOs KRAs Objectives Timeline KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Timeliness

DEPED RPMS form – For Teachers I 7

 Weight per
MFOs KRAs Objectives Timeline KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted

Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various 10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work/activities related work / activities that related work / activities that various related work / related work / activities that shown
that contribute to the contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
teaching-learning Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
process. the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING

Conforme:
Reviewed by:

0 VERGONIA MEREGENE V. CORPUZ, Ed.D Approved:

Ratee Head Teacher III
Rater

DEPED RPMS form – For Teachers I 8

 INDIVIDUAL PERFORMANCE COMMITMENT AND REV

Name of Employee: MIRIAM C. VELASCO

Position: Teacher I
School / Division: Natividad High School/ Pampanga
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING
Weight PERFORMANCE INDICATOR
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory
QET (5) (4)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content
Education Knowledge of content within and and its integration within and and its integration within and
Services and Pedagogy across curriculum Quality across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6

Submitted at least 4 lessons Submitted 3 lessons using

using MOV 1 and supported by MOV 1 and supported by any
Efficiency any one of the other given one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different
teaching strategies that teaching strategies that
promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6

Submitted at least 4 learner- Submitted 3 learner-centered

centered lessons as evidently lessons as evidently shown in
Efficiency shown in MOV 1 and MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given
MOV given

DEPED RPMS form – For Teachers I 9

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory
QET (5) (4)

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6

Submitted at least 4 lessons as Submitted 3 lessons as

evidenced by MOV 1 and evidenced by MOV 1 and
supported by any 1 of the other supported by any 1 of the other
Efficiency
given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management
Environment structure to engage strategies that engage learners strategies that engage learners
and Diversity learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in
of Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6
exploration, discovery
and hands-on activities
within a range of Submitted at least 4 lessons Submitted 3 lessons supported
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the
environments. Efficiency of the other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management
strategies of learner behavior strategies of learner behavior
that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of
7 6

Submitted at least 4 of the Submitted at least 4 of the

given strategies as observed in given strategies as observed in
Efficiency at least 4 lessons 3 lessons

Timeliness
DEPED RPMS form – For Teachers I 10

MFOs KRAs Objectives Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
Weight
Outstanding
QET (5)
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV
as evidenced by MOV 1 and
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Very Satisfactory
(4)
Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
with a rating of 6
Submitted 3 differentiated
teaching strategies in at least 2
1 and supported by any 1 of
Planned and implemented
developmentally sequenced
teaching and learning process
as shown in MOV 1 with rating
of 6
Submitted 3 developmentally
sequenced teaching and
learning process as evidently
shown in MOV 1 of the other
given MOV
Frequently participated in
LACs / FGDs / meetings to
discuss teacher/learner
feedback to enrich instruction
as shown in the MOV
submitted
DEPED RPMS form – For Teachers I 11
 learner feedback to
MFOs KRAs enrich Objectives
teaching practice Timeline per KRA
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
7.5% Submitted at least 4 varried
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality
curriculum requirements as
shown in MOV with the rating
of 7
Submitted at least 4 varied
assessment tools as evidently
Efficiency shown in any 1 of the
acceptable MOV
Timeliness
Very Satisfactory
(4)
Participated in 3 LACs / FGDs /
meetings as evidently shown in
Developed and used varied
teaching and learning
resources, including ICT, to
address learning goals as
shown in MOV 1 with a rating
of 6
Submitted 3 varried teaching
and learning resources,
including ICT, as evidently
shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements as
shown in MOV with the rating
of 6
Submitted 3 varied
assessment tools as evidently
shown in any 1 of the
acceptable MOV
DEPED RPMS form – For Teachers I 12
 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory
QET (5) (4)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and
evaluated learner evaluated learners progress evaluated learners progress
progress and and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted

Submitted a combination of at Submitted a combination of 3

Efficiency least 4 of the acceptable MOV of the acceptable MOV

Submitted MOV were Submitted MOV were

Timeliness distributed across 4 quarters distributed across 3 quarters

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and
promptly and clearly the and clear communication of clear communication of the
learners' needs, the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted

Submitted a combination of at Submitted a combination of at

Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV

Submitted MOV were Submitted MOV were

Timeliness distributed across 4 quarters distributed across 3 quarters

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various
related work / activities that related work / activities that
contribute to the teaching contribute to the teaching
Quality learning process as shown in learning process as shown in
the MOV submitted the MOV submitted

DEPED RPMS form – For Teachers I 13

 process. Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory
QET (5) (4)
Submitted at least 4 different Submitted 3 different kinds of
Efficiency kinds of acceptable MOV acceptable MOV

Timeliness
* Toget the score, the rating is multiplied by the weight assigned

Conforme:
Reviewed by:
MIRIAM C. VELASCO
Teacher I VERGONIA MEREGENE V. CORPUZ, Ed.D
Ratee Head Teacher III
Rater

DEPED RPMS form – For Teachers I 14

TMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Rater: LINA G. GARONG

Position: Principal IV
Date of Review: October, 2018

G TO BE FILLED DURING EVALUATION

PERFORMANCE INDICATOR Rating
Satisfactory Unsatisfactory Poor Actual Results Score
(3) (2) Q E T Ave.
(1)
Showed knowledge of content Showed knowledge of content No acceptable evidence was
and its integration within and and its integration within and shown
across subject areas as show across subject areas as show
in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
MOV 1 and supported by any 1 MOV what to do with example
one of the other given MOV

Facilitated using different Facilitated using different No acceptable evidence was 4 4

teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or
numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4.0 0.30

lessons as evidently shown in lessons as evidently shown in shown
MOV 1 and supported by any 1 MOV 1 and supported by any 1
of the other MOV given of the other MOV given

DEPED RPMS form – For Teachers I 15

 Satisfactory Unsatisfactory Poor Actual Results Score
(3) (2) Q E T Ave.
(1)

Used different teaching Used different teaching No acceptable evidence was

strategies that develop critical strategies that develop critical shown
and creative thinking and/or and creative thinking and/or
other HOTS as shown in MOV other HOTS as shown in MOV
1 with a rating of 5 1 with a rating of 4

Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 3.6 3.8 0.29
evidenced by MOV 1 and evidenced by MOV 1 and shown
supported by any 1 of the other supported by any 1 of the other
given MOV given MOV

Used classroom management Used classroom management No acceptable evidence was

strategies that engage learners strategies that engage learners shown
in activites/tasks as shown in in activites/tasks as shown in
MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 5 5.0 0.38
by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
other acceptable MOV other acceptable MOV

Used classroom management Used classroom management No acceptable evidence was

strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non-
violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of
5 4
4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
given strategies as observed in given strategies as observed in shown
2 lessons 1 lessons

DEPED RPMS form – For Teachers I 16

 Satisfactory Unsatisfactory Poor Actual Results Score
(3) (2) Q E T Ave.
(1)
Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 5 with a rating of 4

Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was

teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
lessons as evidenced by MOV lessons as evidenced by MOV
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV

Planned and implemented Planned and implemented No acceptable evidence was

developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating
of 5 of 4

Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30

sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV

Occasionally participated in Rarely participated in LACs / No acceptable evidence was

LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction enrich instruction as shown in
as shown in the MOV the MOV submitted
submitted
5 5 5.0 0.38

DEPED RPMS form – For Teachers I 17

 Satisfactory
(3)
Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV
Developed and used varied
teaching and learning
resources, including ICT, to
address learning goals as
shown in MOV 1 with a rating
of 5
Submitted 2 varried teaching
and learning resources,
including ICT, as evidently
shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements as
shown in MOV with the rating
of 5
Submitted 2 varied
assessment tools as evidently
shown in any 1 of the
acceptable MOV
Unsatisfactory Poor Actual Results Score
(2) Q E T Ave.
(1)
5 5 5.0 0.38
any 1 of the given MOV
Developed and used varied No acceptable evidence was
teaching and learning shown
resources, including ICT, to
address learning goals as
shown in MOV 1 with a rating
of 4
Submitted 1 varried teaching No acceptable evidence was 4 4 4.0 0.30
and learning resources, shown
including ICT, as evidently
shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Designed, selected, organized No acceptable evidence was
and used diagnostic, formative shown
and summative assessment
strategies consistent with
curriculum requirements as
shown in MOV with the rating
of 4
5 4.8 4.9 0.37
Submitted 1 varied No acceptable evidence was
assessment tools as evidently shown
shown in any 1 of the
acceptable MOV
DEPED RPMS form – For Teachers I 18
 Satisfactory Unsatisfactory Poor Actual Results Score
(3) (2) Q E T Ave.
(1)
Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learners progress evaluated learners progress shown
and achievement using learner and achievement using learner
attainment data as shown in attainment data as shown in
the MOV submitted the MOV submitted

5 5 5 5.0 0.38
Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were No acceptable evidence was

distributed across 2 quarters distributed across 1 quarters shown

Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
and clear communication of clear communication of the shown
the learners' needs, progress learners' needs, progress and
and achievement to key achievement to key
stakeholders, including parents stakeholders, including parents
/ guardians as shownin the / guardians as shownin the
MOV submitted MOV submitted
5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of at No acceptable evidence was
least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were No acceptable evidence was

distributed across 2 quarters distributed across 1 quarters shown

Occasionally performed Rarely performed various No acceptable evidence was

various related work / related work / activities that shown
activities that contribute to the contribute to the teaching
teaching learning process as learning process as shown in
shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

DEPED RPMS form – For Teachers I 19

 Satisfactory Unsatisfactory Poor Actual Results Score
(3) (2) Q
4 E
4 T Ave.
4.0 0.40
(1)
Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
acceptable MOV acceptable MOV shown

FINAL RATING 4.35

ADJECTIVAL RATING Very Satisfactory

IA MEREGENE V. CORPUZ, Ed.D Approved:

Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 20

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: SUSAN C. CATALAN Name of Rater: LINA G. GARONG

Position: Teacher III Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
MFOs KRAs Objectives Timeline Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

Timeliness
2. Used a range of 7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
enhance learner promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
achievement in literacy Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
and numeracy skills. MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 5 5 5.0 0.38
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 5 5.0 0.38
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 4 4.0 0.30

DEPED RPMS form – For Teachers I 21

 non-violent discipline to
ensure learning-focused
environment.
MFOs KRAs Objectives Timeline
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1) 4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons 3 lessons 2 lessons 1 lessons
Timeliness
7.5% Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
Quality
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
Submitted at least 4 Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
differentiated teaching teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of 1 and supported by any 1 of 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV the other acceptable MOV the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process teaching and learning process
Quality as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 7 of 6 of 5 of 4
7.5% Submitted at least 4 Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 5 5 5.0 0.38
developmentally sequenced sequenced teaching and sequenced teaching and sequenced teaching and shown
teaching and learning process learning process as evidently learning process as evidently learning process as evidently
Efficiency as evidently shown in MOV 1 shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
of the other given MOV given MOV given MOV given MOV
Timeliness
7.5% Consistently participated in Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner discuss teacher/learner teacher/learner feedback to
Quality feedback to enrich instruction feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted submitted
5 5 5.0 0.38
Participated in at least 4 Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
LACs / FGDs / meetings as meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
Efficiency evidently shown in any 1 of the any 1 of the given MOV any 1 of the given MOV any 1 of the given MOV
given MOV
Timeliness
Developed and used varied Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to resources, including ICT, to
Quality address learning goals as address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 7 of 6 of 5 of 4
7.5% Submitted at least 4 varried Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was 5 4.8 4.9 0.37
teaching and learning and learning resources, and learning resources, and learning resources, shown
resources, including ICT, as including ICT, as evidently including ICT, as evidently including ICT, as evidently
Efficiency evidently shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV
Timeliness
7.5% Designed, selected, organized Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with strategies consistent with
Quality curriculum requirements as curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 7 of 6 of 5 of 4
5 4.6 4.8 0.36
DEPED RPMS form – For Teachers I 22
 consistent with Weight
curriculum per KRA
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
requirements.
QET (5) (4) (3) (2) Q E
5 4.6 T Ave.
4.8 0.36
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

4 4 5 4.0 0.30
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various 10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work/activities related work / activities that related work / activities that various related work / related work / activities that shown
that contribute to the contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
teaching-learning Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
process. the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.50

ADJECTIVAL RATING Outstanding

Conforme:
Reviewed by:
SUSAN C. CATALAN
Teacher III VERGONIA MEREGENE V. CORPUZ, Ed.D Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 23

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: GLORIA V. LAGUATAN Name of Rater: LINA G. GARONG

Position: Teacher III Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight per PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 5 4 4.5 0.34
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 5 4 4.5 0.34
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
of Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 3 3 3.0 0.23
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
3 3 3.0 0.23

DEPED RPMS form – For Teachers I 24

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives Timeline
environment.
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight per
KRA Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
7.5% Submitted at least 4 varried
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor
Actual Results Score
(4) (3) (2) Q E T Ave.
(1)
3 3 3.0 0.23
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 5 5.0 0.38
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was 4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
4 4 4.0 0.30
DEPED RPMS form – For Teachers I 25
 consistent with
Weight per
curriculum
MFOs KRAs Objectives Timeline KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
requirements. 4 4 4.0 0.30
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted

4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40
Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown
Efficiency

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.00

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
GLORIA V. LAGUATAN
Teacher III VERGONIA MEREGENE V. CORPUZ, Ed.D Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 26

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: KATHERINE B. SARMIENTO Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
MFOs KRAs Objectives Timeline Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

Timeliness
2. Used a range of 7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
enhance learner promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
achievement in literacy Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
and numeracy skills. MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 3.8 3.9 0.29
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
5 5 5.0 0.38

DEPED RPMS form – For Teachers I 27

 by applying positive and
non-violent discipline to Weight
MFOs KRAs learning-focused Timeline per KRA
ensureObjectives Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
environment. QET (5) (4) (3) (2) Q E T Ave.
(1)
5 5 5.0 0.38
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons 3 lessons 2 lessons 1 lessons

6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
Timeliness
7.5% Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
Quality
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
Submitted at least 4 Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
differentiated teaching teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 3.8 3.9 0.29
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of 1 and supported by any 1 of 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV the other acceptable MOV the other acceptable MOV
acceptable MOV

3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Planned and implemented
developmentally sequenced
teaching and learning process
as shown in MOV 1 with rating
of 6
Submitted 3 developmentally
sequenced teaching and
learning process as evidently
shown in MOV 1 of the other
given MOV
Planned and implemented
developmentally sequenced
teaching and learning process
as shown in MOV 1 with rating
of 5
Submitted 2 developmentally
sequenced teaching and
learning process as evidently
shown in MOV 1 of the other
given MOV
Planned and implemented No acceptable evidence was
developmentally sequenced shown
teaching and learning process
as shown in MOV 1 with rating
of 4
Submitted 1 developmentally No acceptable evidence was 4 3 3.5 0.26
sequenced teaching and shown
learning process as evidently
shown in MOV 1 of the other
given MOV

8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 3.8 4.4 0.33
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV

Timeliness
9. Selected developed, Developed and used varied
organized and used teaching and learning
appropriate teaching resources, including ICT, to
and learning resources, Quality address learning goals as
including ICT, to address shown in MOV 1 with a rating
learning goals. of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Developed and used varied
teaching and learning
resources, including ICT, to
address learning goals as
shown in MOV 1 with a rating
of 6
Submitted 3 varried teaching
and learning resources,
including ICT, as evidently
shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Developed and used varied
teaching and learning
resources, including ICT, to
address learning goals as
shown in MOV 1 with a rating
of 5
Submitted 2 varried teaching
and learning resources,
including ICT, as evidently
shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Developed and used varied No acceptable evidence was
teaching and learning shown
resources, including ICT, to
address learning goals as
shown in MOV 1 with a rating
of 4
Submitted 1 varried teaching No acceptable evidence was
5 4 4.5 0.34
and learning resources, shown
including ICT, as evidently
shown in MOV 1 and
supported by any 1 of the
acceptable MOV

4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements as
shown in MOV with the rating
of 6
Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements as
shown in MOV with the rating
of 5
Designed, selected, organized No acceptable evidence was
and used diagnostic, formative shown
and summative assessment
strategies consistent with
curriculum requirements as
shown in MOV with the rating
of 4
5 3.9 4.5 0.33

DEPED RPMS form – For Teachers I 28

 consistent with
Weight
curriculum
per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
MFOs KRAs Objectives
requirements. Timeline Actual Results Score
QET (5) (4) (3) (2) 5 3.9
Q E 4.5
T Ave. 0.33
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

4.2 3 5 3.6 0.27

Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted

4 3 4 3.5 0.26
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various 10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work/activities related work / activities that related work / activities that various related work / related work / activities that shown
that contribute to the contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
teaching-learning Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
process. the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

3.8 3 3.4 0.34

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.00

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
KATHERINE B. SARMIENT0
Teacher I VERGONIA MEREGENE V. CORPUZ, Ed.D Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 29

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: MEDEL T. SALALILA Name of Rater: LINA G. GARONG

Position: Teacher II Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight per PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy (40%) across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 5 4.8 4.9 0.37
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 5 4 4.5 0.34
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 4 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 3.8 3.9 0.29

DEPED RPMS form – For Teachers I 30

 non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives Timeline
environment.
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight per
KRA
Outstanding
QET
(5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Submitted at least 4 varied
assessment tools as evidently
Efficiency shown in any 1 of the
acceptable MOV
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
Q E T Ave.
(4) (3) (2) (1) 4 3.8 3.9 0.29
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 3.3 4 3.7 0.27
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
4.8 4 4.4 0.33
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
3.8 4 3.9 0.29
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
4 3.6 3.8 0.29
Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV
DEPED RPMS form – For Teachers I 31
 Weight per
MFOs KRAs Objectives Timeline KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Timeliness

DEPED RPMS form – For Teachers I 32

 Weight per
MFOs KRAs Objectives Timeline KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
4.2 3.8 4 4.0 0.30
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various 10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work/activities related work / activities that related work / activities that various related work / related work / activities that shown
that contribute to the contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
teaching-learning Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
process. the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4.8 4.8 4.2 0.42

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.10

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
MEDEL T. SALALILA
Teacher II VERGONIA MEREGENE V. CORPUZ, Ed.D Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 33

 3

Name of Employee: NEIL VINCENT L. LOZANO Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight per PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services and Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
of Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 3 3.5 0.26
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
3.2 4 3.6 0.27

DEPED RPMS form – For Teachers I 34

 non-violent discipline to Weight per
ensure learning-focused KRA
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
environment. QET Q E T Ave.
(5) (4) (3) (2) (1) 3.2 4 3.6 0.27
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons 3 lessons 2 lessons 1 lessons

6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
Timeliness
7.5% Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
Quality
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
Submitted at least 4 Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
differentiated teaching teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 3 3 3.0 0.23
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of 1 and supported by any 1 of 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV the other acceptable MOV the other acceptable MOV
acceptable MOV

3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Planned and implemented
developmentally sequenced
teaching and learning process
as shown in MOV 1 with rating
of 6
Submitted 3 developmentally
sequenced teaching and
learning process as evidently
shown in MOV 1 of the other
given MOV
Planned and implemented
developmentally sequenced
teaching and learning process
as shown in MOV 1 with rating
of 5
Submitted 2 developmentally
sequenced teaching and
learning process as evidently
shown in MOV 1 of the other
given MOV
Planned and implemented No acceptable evidence was
developmentally sequenced shown
teaching and learning process
as shown in MOV 1 with rating
of 4
Submitted 1 developmentally No acceptable evidence was 3 3 3.0 0.23
sequenced teaching and shown
learning process as evidently
shown in MOV 1 of the other
given MOV

8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
3 3 3.0 0.23
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV

Timeliness
9. Selected developed, Developed and used varied
organized and used teaching and learning
appropriate teaching resources, including ICT, to
and learning resources, Quality address learning goals as
including ICT, to address shown in MOV 1 with a rating
learning goals. of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Developed and used varied
teaching and learning
resources, including ICT, to
address learning goals as
shown in MOV 1 with a rating
of 6
Submitted 3 varried teaching
and learning resources,
including ICT, as evidently
shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Developed and used varied
teaching and learning
resources, including ICT, to
address learning goals as
shown in MOV 1 with a rating
of 5
Submitted 2 varried teaching
and learning resources,
including ICT, as evidently
shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Developed and used varied No acceptable evidence was
teaching and learning shown
resources, including ICT, to
address learning goals as
shown in MOV 1 with a rating
of 4
Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, shown
including ICT, as evidently
shown in MOV 1 and
supported by any 1 of the
acceptable MOV

Timeliness
4. Assessment 10. Designed, selected, 7.5% Designed, selected, organized Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and Reporting organized aans used and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
diagnostic, formative and summative assessment and summative assessment and summative assessment and summative assessment
and summative strategies consistent with strategies consistent with strategies consistent with strategies consistent with
assessment strategies Quality curriculum requirements as curriculum requirements as curriculum requirements as curriculum requirements as
consistent with shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
curriculum of 7 of 6 of 5 of 4
requirements.
3 3 3.0 0.23

Submitted at least 4 varied
assessment tools as evidently
Efficiency shown in any 1 of the
acceptable MOV
Submitted 3 varied
assessment tools as evidently
shown in any 1 of the
acceptable MOV
Submitted 2 varied
assessment tools as evidently
shown in any 1 of the
acceptable MOV
Submitted 1 varied No acceptable evidence was
assessment tools as evidently shown
shown in any 1 of the
acceptable MOV
DEPED RPMS form – For Teachers I 35
 Weight per
MFOs KRAs Objectives Timeline KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Timeliness
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
4 3 4 3.5 0.26
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

3 3 3.0 0.30

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 3.50

ADJECTIVAL RATING Satisfactory

Conforme:
Reviewed by:
NEIL VINCENT L. LOZANO
Teacher I VERGONIA MEREGENE V. CORPUZ, Ed.D Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 36

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: JULIE FER M. DAVID Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services and Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 5 5 5 0.38
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 5 5 5.0 0.38
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 3 3.5 0.26
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
of Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 5 5.0 0.38
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 4 4.0 0.30

DEPED RPMS form – For Teachers I 37

 by applying positive and
non-violent discipline to Weight
ensure learning-focused
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
environment. QET (5) (4) (3) (2) Q E T Ave.
(1)
4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons 3 lessons 2 lessons 1 lessons

6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
Timeliness
7.5% Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
Quality
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
Submitted at least 4 Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
differentiated teaching teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of 1 and supported by any 1 of 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV the other acceptable MOV the other acceptable MOV
acceptable MOV

3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Planned and implemented
developmentally sequenced
teaching and learning process
as shown in MOV 1 with rating
of 6
Submitted 3 developmentally
sequenced teaching and
learning process as evidently
shown in MOV 1 of the other
given MOV
Planned and implemented
developmentally sequenced
teaching and learning process
as shown in MOV 1 with rating
of 5
Submitted 2 developmentally
sequenced teaching and
learning process as evidently
shown in MOV 1 of the other
given MOV
Planned and implemented No acceptable evidence was
developmentally sequenced shown
teaching and learning process
as shown in MOV 1 with rating
of 4
Submitted 1 developmentally No acceptable evidence was 5 5 5.0 0.38
sequenced teaching and shown
learning process as evidently
shown in MOV 1 of the other
given MOV

8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 5 5.0 0.38
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV

Timeliness
9. Selected developed, Developed and used varied
organized and used teaching and learning
appropriate teaching resources, including ICT, to
and learning resources, Quality address learning goals as
including ICT, to address shown in MOV 1 with a rating
learning goals. of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Developed and used varied
teaching and learning
resources, including ICT, to
address learning goals as
shown in MOV 1 with a rating
of 6
Submitted 3 varried teaching
and learning resources,
including ICT, as evidently
shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Developed and used varied
teaching and learning
resources, including ICT, to
address learning goals as
shown in MOV 1 with a rating
of 5
Submitted 2 varried teaching
and learning resources,
including ICT, as evidently
shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Developed and used varied No acceptable evidence was
teaching and learning shown
resources, including ICT, to
address learning goals as
shown in MOV 1 with a rating
of 4
Submitted 1 varried teaching No acceptable evidence was
5 4 4.5 0.34
and learning resources, shown
including ICT, as evidently
shown in MOV 1 and
supported by any 1 of the
acceptable MOV

4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements as
shown in MOV with the rating
of 6
Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements as
shown in MOV with the rating
of 5
Designed, selected, organized No acceptable evidence was
and used diagnostic, formative shown
and summative assessment
strategies consistent with
curriculum requirements as
shown in MOV with the rating
of 4
5 5 5.0 0.38

DEPED RPMS form – For Teachers I 38

 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 5 5.0 Score
0.38
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 4.6 4.3 4.8 0.36

Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
4 4.5 4 4.3 0.32
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4.4 4.2 4.3 0.43

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.56

ADJECTIVAL RATING Outstanding

Conforme:
Reviewed by:
JULIE FER M. DAVID
Teacher I VERGONIA MEREGENE V. CORPUZ, Ed.D Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 39

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: CHARISMA B. SANTOS Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 4 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 3.8 3.9 0.29

DEPED RPMS form – For Teachers I 40

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 3.8 3.9 0.29
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
4 4 4.0 0.30
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4.5 4 4.3 0.32
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
3.8 4 3.9 0.29
DEPED RPMS form – For Teachers I 41
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 3.8 4 3.9 Score
0.29
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 42

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 4 5 4.5 0.34
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
3.5 4 4 3.8 0.28
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 3.6 3.8 0.38

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.00

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
CHARISMA B. SANTOS
Teacher I VERGONIA MEREGENE V. CORPUZ, Ed.D Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 43

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: ALFREDO R. LUGUE JR. Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 5 5 5 0.38
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 5 4 4.5 0.34
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 4 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
5 5 5.0 0.38

DEPED RPMS form – For Teachers I 44

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 5 5 5.0 0.38
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 5 5 5.0 0.38
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
3 4 3.5 0.26
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
5 4.8 4.9 0.37
DEPED RPMS form – For Teachers I 45
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 4.8 4.9 Score
0.37
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 46

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

5 5 5.0 0.50

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.54

ADJECTIVAL RATING Outstanding

Conforme:
Reviewed by:
ALFREDO R. LUGUE JR.
Teacher I VERGONIA MEREGENE V. CORPUZ, Ed.D Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 47

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: REMY RIA S. PASCUA Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 3 3.5 0.26
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 3 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
5 5 5.0 0.38

DEPED RPMS form – For Teachers I 48

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 5 5 5.0 0.38
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 5 5 5.0 0.38
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 4 4.5 0.34
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4.6 4.3 0.32
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
5 5 5.0 0.38
DEPED RPMS form – For Teachers I 49
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 5 5.0 Score
0.38
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 50

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 4 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4.5 4.3 0.43

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.42

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
REMY RIA S. PASCUA
Teacher I VERGONIA MEREGENE V. CORPUZ, Ed.D Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 51

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: ELY ROSE C. ROMAN Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 3 3.5 0.26
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 5 5.0 0.38
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 4 4.0 0.30

DEPED RPMS form – For Teachers I 52

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 5 5.0 0.38
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
5 5 5.0 0.38
DEPED RPMS form – For Teachers I 53
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 5 5.0 Score
0.38
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 54

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.34

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
ELY ROSE C. ROMAN
Teacher I BERNADETTE P. MENDOZA Approved:
Ratee Teacher-in-Chargre
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 55

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: LIEZL L. LOZANO Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 5 4 4.5 0.34
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 4 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 4 4.0 0.30

DEPED RPMS form – For Teachers I 56

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 3 3 3.0 0.23
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 5 5.0 0.38
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 2 3.0 0.23
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
5 5 5.0 0.38
DEPED RPMS form – For Teachers I 57
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 5 5.0 Score
0.38
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 58

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

5 5 5.0 0.50

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.29

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
LIEZL L. LOZANO
Teacher I BERNADETTE P. MENDOZA Approved:
Ratee Teacher-in-Charge
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 59

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: SONNY LOUISE R. SULA Name of Rater: LINA G. GARONG

Position: Teacher II Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 4 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 4 4.0 0.30

DEPED RPMS form – For Teachers I 60

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 5 5 5.0 0.38
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 5 5 5.0 0.38
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 5 5.0 0.38
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
3 3 3.0 0.23
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
5 5 5.0 0.38
DEPED RPMS form – For Teachers I 61
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 5 5.0 Score
0.38
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 62

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.38

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
SONNY LOUISE R. SULA
Teacher II BERNADETTE P. MENDOZA Approved:
Ratee Teacher-in-Charge
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 63

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: SHARMANE C. CASTRO Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 5 5.0 0.38
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 4 4.0 0.30

DEPED RPMS form – For Teachers I 64

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 5 5 5.0 0.38
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 5 5.0 0.38
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
4 4 4.0 0.30
DEPED RPMS form – For Teachers I 65
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 4 4 4.0 Score
0.30
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 66

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.30

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
SHARMANE C. CASTRO
Teacher I BERNADETTE P. MENDOZA Approved:
Ratee Teacher-in-Charge
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 67

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: MINDA T. SERRANO Name of Rater: LINA G. GARONG

Position: Teacher II Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 4 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 4 4.0 0.30

DEPED RPMS form – For Teachers I 68

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 5 5 5.0 0.38
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 5 5.0 0.38
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
3 3 3.0 0.23
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
5 5 5.0 0.38
DEPED RPMS form – For Teachers I 69
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 5 5.0 Score
0.38
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 70

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.30

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
MINDA T. SERRANO
Teacher II BERNADETTE P. MENDOZA Approved:
Ratee Teacher-in-Charge
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 71

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: JOENEFF C. AQUINO Name of Rater: LINA G. GARONG

Position: Teacher II Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 5 5 5 0.38
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 5 5 5.0 0.38
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 5 5 5.0 0.38
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 5 5.0 0.38
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
5 5 5.0 0.38

DEPED RPMS form – For Teachers I 72

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 5 5 5.0 0.38
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 5 5.0 0.38
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
5 5 5.0 0.38
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
5 5 5.0 0.38
DEPED RPMS form – For Teachers I 73
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 5 5.0 Score
0.38
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 74

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 4 4 4.5 0.34
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 5 4 5.0 0.38
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

5 5 5.0 0.50

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.81

ADJECTIVAL RATING Outstanding

Conforme:
Reviewed by:
JOENEFF C. AQUINO
Teacher II BERNADETTE P. MENDOZA Approved:
Ratee Teacher-in-Charge
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 75

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: MA. ROMA M. LADIZA Name of Rater: LINA G. GARONG

Position: Teacher II Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 5 5 5 0.38
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 5 5 5.0 0.38
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 4 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
5 5 5.0 0.38

DEPED RPMS form – For Teachers I 76

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 5 5 5.0 0.38
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 5 5 5.0 0.38
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 5 5 5.0 0.38
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
4 4 4.0 0.30
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
5 5 5.0 0.38
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
4 4 4.0 0.30
DEPED RPMS form – For Teachers I 77
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 4 4 4.0 Score
0.30
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 78

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 4 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

5 5 5.0 0.50

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.63

ADJECTIVAL RATING Outstanding

Conforme:
Reviewed by:
MA. ROMA M. LADIZA
Teacher II BERNADETTE P. MENDOZA Approved:
Ratee Teacher-in-Charge
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 79

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: JONNA MAE C. BACANI Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 5 4 4.5 0.34
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 4 4.5 0.34
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 4 4.0 0.30

DEPED RPMS form – For Teachers I 80

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
4 4 4.0 0.30
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
5 4 4.5 0.34
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
5 5 5.0 0.38
DEPED RPMS form – For Teachers I 81
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 5 5.0 Score
0.38
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 82

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

5 5 5.0 0.50

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.44

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
JONNA MAE C. BACANI
Teacher I BERNADETTE P. MENDOZA Approved:
Ratee Teacher-in-Charge
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 83

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: KIERVIN B. ZAPANTA Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 3 3.5 0.26
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 5 5.0 0.38
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 4 4.0 0.30

DEPED RPMS form – For Teachers I 84

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 5 5.0 0.38
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
5 5 5.0 0.38
DEPED RPMS form – For Teachers I 85
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 5 5.0 Score
0.38
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 86

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.34

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
KIERVIN B. ZAPANTA
Teacher I BERNADETTE P. MENDOZA Approved:
Ratee Teacher-in-Charge
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 87

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: ANGELIQUE G. SIMPAO Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 5 5.0 0.38
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
5 5 5.0 0.38

DEPED RPMS form – For Teachers I 88

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 5 5 5.0 0.38
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 5 5 5.0 0.38
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 5 5.0 0.38
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
4 4 4.0 0.30
DEPED RPMS form – For Teachers I 89
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 4 4 4.0 Score
0.30
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 90

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.450

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
ANGELIQUE G. SIMPAO
Teacher I BERNADETTE P. MENDOZA Approved:
Ratee Teacher-in-Charge
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 91

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: ANN DOMINIQUE M. MENDOZA Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 5 4 4.5 0.34
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 5 5.0 0.38
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
5 5 5.0 0.38

DEPED RPMS form – For Teachers I 92

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 5 5 5.0 0.38
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
4 4 4.0 0.30
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
5 5 5.0 0.38
DEPED RPMS form – For Teachers I 93
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 5 5.0 Score
0.38
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 94

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

5 5 5.0 0.50

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.44

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
ANN DOMINIQUE M. MENDOZA
Teacher I BERNADETTE P. MENDOZA Approved:
Ratee Teacher-in-Charge
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 95

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: YASSER GREG S. MARIANO Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 5 4 4.5 0.34
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 5 5.0 0.38
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
5 5 5.0 0.38

DEPED RPMS form – For Teachers I 96

 by applying positive and
non-violent discipline to Weight
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1) 5 5 5.0 0.38
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons 3 lessons 2 lessons 1 lessons

Timeliness

DEPED RPMS form – For Teachers I 97


MFOs KRAs Objectives Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Submitted at least 4 varied
assessment tools as evidently
Efficiency shown in any 1 of the
acceptable MOV
Timeliness
Very Satisfactory
(4)
Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
with a rating of 6
Submitted 3 differentiated
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown
Planned and implemented
developmentally sequenced
teaching and learning process
as shown in MOV 1 with rating
of 6
Submitted 3 developmentally
sequenced teaching and
learning process as evidently
shown in MOV 1 of the other
given MOV
Frequently participated in
LACs / FGDs / meetings to
discuss teacher/learner
feedback to enrich instruction
as shown in the MOV
submitted
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV
Developed and used varied
teaching and learning
resources, including ICT, to
address learning goals as
shown in MOV 1 with a rating
of 6
Submitted 3 varried teaching
and learning resources,
including ICT, as evidently
shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements as
shown in MOV with the rating
of 6
Submitted 3 varied
assessment tools as evidently
shown in any 1 of the
acceptable MOV
Satisfactory
(3)
Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
with a rating of 5
Submitted 2 differentiated
1 and supported by any 1 of
the other acceptable MOV
Planned and implemented
developmentally sequenced
teaching and learning process
as shown in MOV 1 with rating
of 5
Submitted 2 developmentally
sequenced teaching and
learning process as evidently
shown in MOV 1 of the other
given MOV
Occasionally participated in
LACs / FGDs / meetings to
discuss teacher/learner
feedback to enrich instruction
as shown in the MOV
submitted
any 1 of the given MOV
Developed and used varied
teaching and learning
resources, including ICT, to
address learning goals as
shown in MOV 1 with a rating
of 5
Submitted 2 varried teaching
and learning resources,
including ICT, as evidently
shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements as
shown in MOV with the rating
of 5
Submitted 2 varied
assessment tools as evidently
shown in any 1 of the
acceptable MOV
Unsatisfactory Poor Actual Results Score
(2) Q E T Ave.
(1)
Applied differentiated teaching No acceptable evidence was
strategies to address learner shown
diversity as shown in MOV 1
with a rating of 4
Submitted 1 differentiated No acceptable evidence was
4 4 4.0 0.30
1 and supported by any 1 of
the other acceptable MOV
Planned and implemented No acceptable evidence was
developmentally sequenced shown
teaching and learning process
as shown in MOV 1 with rating
of 4
Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and shown
learning process as evidently
shown in MOV 1 of the other
given MOV
Rarely participated in LACs / No acceptable evidence was
FGDs / meetings to discuss shown
teacher/learner feedback to
enrich instruction as shown in
the MOV submitted
5 5 5.0 0.38
Developed and used varied No acceptable evidence was
teaching and learning shown
resources, including ICT, to
address learning goals as
shown in MOV 1 with a rating
of 4
Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, shown
including ICT, as evidently
shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Designed, selected, organized No acceptable evidence was
and used diagnostic, formative shown
and summative assessment
strategies consistent with
curriculum requirements as
shown in MOV with the rating
of 4
5 5 5.0 0.38
Submitted 1 varied No acceptable evidence was
assessment tools as evidently shown
shown in any 1 of the
acceptable MOV
DEPED RPMS form – For Teachers I 98
 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

5 5 5.0 0.50

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.51

ADJECTIVAL RATING Outstanding

Conforme:
Reviewed by:
YASSER GREG S. MARIANO
Teacher I BERNADETTE P. MENDOZA Approved:
Ratee Teacher-in-Charge
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 99

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: MARICAR G. MANIQUIS Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 5 5.0 0.38
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
5 5 5.0 0.38

DEPED RPMS form – For Teachers I 100

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 5 5 5.0 0.38
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 5 5 5.0 0.38
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 5 5.0 0.38
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
5 5 5.0 0.38
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
5 5 5.0 0.38
DEPED RPMS form – For Teachers I 101
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 5 5.0 Score
0.38
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 102

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 4 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

5 5 5.0 0.50

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.63

ADJECTIVAL RATING Outstanding

Conforme:
Reviewed by:
MARICAR G. MANIQUIS
Teacher I LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 103

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: IRENE M. DIONISIO Name of Rater: LINA G. GARONG

Position: Teacher II Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
INDIVIDUAL 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
PERFORMA Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
NCE Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
COMMITME (40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4
NT AND
REVIEW
Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4.6 4.3 0.32
FORM
(IPCRF) for using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Teacher I-III Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 5 5.0 0.38
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 4 4.0 0.30

DEPED RPMS form – For Teachers I 104

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 5 5.0 0.38
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
5 5 5.0 0.38
DEPED RPMS form – For Teachers I 105
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 5 5.0 Score
0.38
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 106

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.40

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
IRENE M. DIONISIO
Teacher II LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 107

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: ELSA D. VISTAN Name of Rater: LINA G. GARONG

Position: Teacher III Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 3 3.5 0.26
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 5 5.0 0.38
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 4 4.0 0.30

DEPED RPMS form – For Teachers I 108

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 5 5.0 0.38
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
5 5 5.0 0.38
DEPED RPMS form – For Teachers I 109
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 5 5.0 Score
0.38
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 110

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.34

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
ELSA D. VISTAN
Teacher III LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 111

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: JOAN M. PINLAC Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 5 4 4.5 0.34
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 5 4 4.5 0.34
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 4 4.5 0.34
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
5 4 4.5 0.34

DEPED RPMS form – For Teachers I 112

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 5 4 4.5 0.34
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 5 4.5 0.34
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 5 5 5.0 0.38
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 5 5.0 0.38
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
5 5 5.0 0.38
DEPED RPMS form – For Teachers I 113
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 5 5.0 Score
0.38
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 114

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 4 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 4 4 4.5 0.34
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

5 5 5.0 0.50

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.63

ADJECTIVAL RATING Outstanding

Conforme:
Reviewed by:
JOAN M. PINLAC
Teacher I LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 115

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: MYLA M. MANLULU Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 5 4 4.5 0.34
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 5 4 4.5 0.34
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 5 4 4.5 0.34
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 4 4.5 0.34
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
5 5 5.0 0.38

DEPED RPMS form – For Teachers I 116

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 5 5 5.0 0.38
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 5 5 5.0 0.38
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 5 4 4.5 0.34
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 5 5.0 0.38
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
5 5 5.0 0.38
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
4 4 4.0 0.30
DEPED RPMS form – For Teachers I 117
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 4 4 4.0 Score
0.30
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 118

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 4 4 4.5 0.34
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 4 4 4.5 0.34
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

5 5 5.0 0.50

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.66

ADJECTIVAL RATING Outstanding

Conforme:
Reviewed by:
MYLA M. MANLULU
Teacher I LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 119

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: JHONETTE C. SERRANO Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 3 3.5 0.26
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 5 5.0 0.38
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 4 4.0 0.30

DEPED RPMS form – For Teachers I 120

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 5 5.0 0.38
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
5 5 5.0 0.38
DEPED RPMS form – For Teachers I 121
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 5 5.0 Score
0.38
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 122

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.34

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
JHONETTE C. SERRANO
Teacher I LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 123

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: JENNYMAY R. LIWANAG Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 4 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
5 5 5.0 0.38

DEPED RPMS form – For Teachers I 124

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 5 5 5.0 0.38
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 3 3 3.0 0.23
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
3 4 3.5 0.26
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
5 5 5.0 0.38
DEPED RPMS form – For Teachers I 125
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 5 5.0 Score
0.38
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 126

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

5 5 5.0 0.50

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.29

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
JENNYMAY R. LIWANAG
Teacher I LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 127

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: YVETTE G. LUGTU Name of Rater: LINA G. GARONG

Position: Teacher III Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 4 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
5 5 5.0 0.38

DEPED RPMS form – For Teachers I 128

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 5 5 5.0 0.38
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 3 3 3.0 0.23
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
3 4 3.5 0.26
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
5 5 5.0 0.38
DEPED RPMS form – For Teachers I 129
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 5 5.0 Score
0.38
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 130

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

5 5 5.0 0.50

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.29

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
YVETTE G. LUGTU
Teacher III LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 131

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: ADELYN F. DIZON Name of Rater: LINA G. GARONG

Position: Teacher II Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 3 3 3 0.23
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 3 3 3.0 0.23
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 3 3 3.0 0.23
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 4 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 3 3.5 0.26

DEPED RPMS form – For Teachers I 132

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 3 3.5 0.26
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 3 3 3.0 0.23
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 3 3 3.0 0.23
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
4 4 4.0 0.30
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
4 4 4.0 0.30
DEPED RPMS form – For Teachers I 133
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 4 4 4.0 Score
0.30
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 134

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

4 4 3 4.0 0.30
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 3.59

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
ADELYN F. DIZON
Teacher II LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 135

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: JESSA P. MANALANG Name of Rater: LINA G. GARONG

Position: Teacher II Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 3 3 3 0.23
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 3 3 3.0 0.23
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 3 3 3.0 0.23
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 4 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 3 3.5 0.26

DEPED RPMS form – For Teachers I 136

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 3 3.5 0.26
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 3 3 3.0 0.23
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
4 4 4.0 0.30
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
4 4 4.0 0.30
DEPED RPMS form – For Teachers I 137
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 4 4 4.0 Score
0.30
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 138

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

4 4 3 4.0 0.30
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 3.66

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
JESSA p. MANALANG
Teacher II LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 139

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: JAMIE ANN T. SERRANO Name of Rater: LINA G. GARONG

Position: Teacher III Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 3 3 3 0.23
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 3 3 3.0 0.23
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 4 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 3 3.5 0.26

DEPED RPMS form – For Teachers I 140

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 3 3.5 0.26
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 3 3.5 0.26
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 3 3.5 0.26
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
4 4 4.0 0.30
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
4 4 4.0 0.30
DEPED RPMS form – For Teachers I 141
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 4 4 4.0 Score
0.30
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 142

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 3.74

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
JAMIE ANN T. SERRANO
Teacher III LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 143

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: JAIME AGUSTIN G. GARONG IV Name of Rater: LINA G. GARONG

Position: Teacher II Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 5 5 5 0.38
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 4 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 4 4.0 0.30

DEPED RPMS form – For Teachers I 144

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
4 4 4.0 0.30
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
5 5 5.0 0.38
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
4 4 4.0 0.30
DEPED RPMS form – For Teachers I 145
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 4 4 4.0 Score
0.30
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 146

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.15

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
JAIME AGUSTIN G. GARONG IV
Teacher II LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 147

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: GEMMADEL G. DUAQUI Name of Rater: LINA G. GARONG

Position: Teacher II Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 4 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 4 4.0 0.30

DEPED RPMS form – For Teachers I 148

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 3 3 3.0 0.23
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
3 3 3.0 0.23
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
3 3 3.0 0.23
DEPED RPMS form – For Teachers I 149
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 3 3 3.0 Score
0.23
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

3 3 3 3.0 0.23
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 5 5 5.0 0.38
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 3.78

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
GEMMADEL G. DUAQUI
Teacher II LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 150

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: ROWENA C. HONTANOSAS Name of Rater: LINA G. GARONG

Position: Teacher II Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 4 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 4 4.0 0.30

DEPED RPMS form – For Teachers I 151

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
4 4 4.0 0.30
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
4 4 4.0 0.30
DEPED RPMS form – For Teachers I 152
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 4 4 4.0 Score
0.30
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 153

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.00

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
ROWENA C. HONTANOSAS
Teacher II LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 154

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: ELISA S. YUSON Name of Rater: LINA G. GARONG

Position: Teacher II Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 4 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 4 4.0 0.30

DEPED RPMS form – For Teachers I 155

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
4 4 4.0 0.30
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
4 4 4.0 0.30
DEPED RPMS form – For Teachers I 156
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 4 4 4.0 Score
0.30
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 157

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.00

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
ELIZA S. YUSON
Teacher II LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 158

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: ANALIZA C. GARICIA Name of Rater: LINA G. GARONG

Position: Teacher II Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 5 4 4.5 0.34
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 5 4.5 0.34
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 4 4.0 0.30

DEPED RPMS form – For Teachers I 159

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
4 4 4.0 0.30
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
4 4 4.0 0.30
DEPED RPMS form – For Teachers I 160
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 4 4 4.0 Score
0.30
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 161

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.08

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
ANALIZA C. GARCIA
Teacher II LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 162

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: DANIEL B. SARMIENTO Name of Rater: LINA G. GARONG

Position: Teacher II Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 3 3.5 0.26
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 3 3.5 0.26
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 3 3.5 0.26
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 5 3 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
5 3 4.0 0.30

DEPED RPMS form – For Teachers I 163

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 5 3 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 5 3 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 5 3 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
5 4 4.5 0.34
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
5 3 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
5 3 4.0 0.30
DEPED RPMS form – For Teachers I 164
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 5 3 4.0 Score
0.30
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 165

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and IRENE
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

5 4 4 4.5 0.34
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
5 3 3 4.0 0.30
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

5 3 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 3.96

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
DANIEL B. SARMIENTO
Teacher II LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 166

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: BERNARDO S. GATUS Name of Rater: LINA G. GARONG

Position: Teacher II Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 3 3.5 0.26
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 3 3 3.0 0.23
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 3 3.5 0.26
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 3 3.5 0.26
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 3 3.5 0.26

DEPED RPMS form – For Teachers I 167

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 3 3.5 0.26
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 3 3.5 0.26
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 3 3.5 0.26
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
3 3 3.0 0.23
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
4 4 4.0 0.30
DEPED RPMS form – For Teachers I 168
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 4 4 4.0 Score
0.30
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 169

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 3.63

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
BERNARDO S. GATUS
Teacher II LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 170

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: EDWARD C. OCAMPO Name of Rater: LINA G. GARONG

Position: Teacher I Position: Principal IV
School / Division: Natividad High School/ Pampanga Date of Review: October, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
Basic 1. Content 1. Applied Knowledges 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge and of content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services Pedagogy across curriculum Quality across subject areas as show across subject areas as show across subject areas as show across subject areas as show
(40%) teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4

Submitted at least 4 lessons Submitted 3 lessons using Submitted 2 lessons using Submitted any 1 of the given Each part had no description of 4 4 4 0.30
using MOV 1 and supported by MOV 1 and supported by any MOV 1 and supported by any 1 MOV what to do with example
Efficiency any one of the other given one of the other given MOV one of the other given MOV
MOV

2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Timeliness
7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown
promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or promote reading, writing and/or
Quality numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4

Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4.0 0.30
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
Efficiency shown in MOV 1 and MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the other MOV given of the other MOV given of the other MOV given
MOV given

3. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Timeliness
7.5% Used different teaching
strategies that develop critical
and creative thinking and/or
Quality other HOTS as shown in MOV
1 with a rating of 7
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6
Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
Used different teaching No acceptable evidence was
strategies that develop critical shown
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4

Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 4 4.0 0.30
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
Efficiency supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness
2. Learning 4.Managed classroom 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity of learners, individually or Quality in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
Learners in groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was 4 4 4.0 0.30
within a range of
physical learning supported by MOV 1 and any 1 by MOV 1 and any 1 of the by MOV 1 and any 1 of the by MOV 1 and any 1 of the shown
environments. Efficiency of the other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

5. Manage learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environment.
Timeliness
7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
Quality violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of
7 6 5 4
4 4 4.0 0.30

DEPED RPMS form – For Teachers I 171

 by applying positive and
non-violent discipline to
ensure learning-focused
MFOs KRAs Objectives
environment. Timeline per KRA
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed
and Planning and implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching practice
9. Selected developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
Weight
Outstanding
QET (5)
Submitted at least 4 of the
given strategies as observed in given strategies as observed in given strategies as observed in given strategies as observed in shown
Efficiency at least 4 lessons
Timeliness
7.5% Applied differentiated teaching
strategies to address learner
diversity as shown in MOV 1
Quality
with a rating of 7
Submitted at least 4
differentiated teaching
strategies in at least 2 lessons lessons as evidenced by MOV lessons as evidenced by MOV lessons as evidenced by MOV
as evidenced by MOV 1 and 1 and supported by any 1 of
Efficiency
supported by any 1 of the other the other acceptable MOV
acceptable MOV
Timeliness
Planned and implemented
developmentally sequenced
teaching and learning process
Quality as shown in MOV 1 with rating
of 7
7.5% Submitted at least 4
developmentally sequenced
teaching and learning process
Efficiency as evidently shown in MOV 1
of the other given MOV
Timeliness
7.5% Consistently participated in
LACs / FGDs / meetings to
discuss teacher/learner
Quality feedback to enrich instruction
as shown in the MOV
submitted
Participated in at least 4
LACs / FGDs / meetings as
Efficiency evidently shown in any 1 of the any 1 of the given MOV
given MOV
Timeliness
Developed and used varied
teaching and learning
resources, including ICT, to
Quality address learning goals as
shown in MOV 1 with a rating
of 7
Submitted at least 4 varried
7.5%
teaching and learning
resources, including ICT, as
Efficiency evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Timeliness
7.5% Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
Quality curriculum requirements as
shown in MOV with the rating
of 7
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
(4) (3) (2) Q E T Ave.
(1) 4 4 4.0 0.30
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the No acceptable evidence was
3 lessons 2 lessons 1 lessons
Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 4 4 4.0 0.30
1 and supported by any 1 of 1 and supported by any 1 of
the other acceptable MOV the other acceptable MOV
Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process teaching and learning process teaching and learning process
as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
of 6 of 5 of 4
Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was 4 4 4.0 0.30
sequenced teaching and sequenced teaching and sequenced teaching and shown
learning process as evidently learning process as evidently learning process as evidently
shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
given MOV given MOV given MOV
Frequently participated in Occasionally participated in Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to LACs / FGDs / meetings to FGDs / meetings to discuss shown
discuss teacher/learner discuss teacher/learner teacher/learner feedback to
feedback to enrich instruction feedback to enrich instruction enrich instruction as shown in
as shown in the MOV as shown in the MOV the MOV submitted
submitted submitted
4 4 4.0 0.30
Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
any 1 of the given MOV any 1 of the given MOV
Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning shown
resources, including ICT, to resources, including ICT, to resources, including ICT, to
address learning goals as address learning goals as address learning goals as
shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 6 of 5 of 4
Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
4 4 4.0 0.30
and learning resources, and learning resources, and learning resources, shown
including ICT, as evidently including ICT, as evidently including ICT, as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating shown in MOV with the rating
of 6 of 5 of 4
4 4 4.0 0.30
DEPED RPMS form – For Teachers I 172
 consistent with
curriculum Weight
MFOs KRAs requirements.
Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results 4 4 4.0 Score
0.30
QET (5) (4) (3) (2) Q E T Ave.
(1)
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 varied No acceptable evidence was
assessment tools as evidently assessment tools as evidently assessment tools as evidently assessment tools as evidently shown
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the shown in any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

DEPED RPMS form – For Teachers I 173

 Weight
MFOs KRAs Objectives Timeline per KRA Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET (5) (4) (3) (2) Q E T Ave.
(1)
11. Monitored and 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learners progress evaluated learners progress evaluated learners progress evaluated learners progress shown
progress and and achievement using learner and achievement using learner and achievement using learner and achievement using learner
achievement using Quality attainment data as shown in attainment data as shown in attainment data as shown in attainment data as shown in
learner attainment data. the MOV submitted the MOV submitted the MOV submitted the MOV submitted

4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of 3 Submitted a combination of 2 Submitted a combination of 1 No acceptable evidence was
Efficiency least 4 of the acceptable MOV of the acceptable MOV of the acceptable MOV of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

12. Communicated 7.5% Consistenly showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
promptly and clearly the and clear communication of clear communication of the and clear communication of clear communication of the shown
learners' needs, the learners' needs, progress learners' needs, progress and the learners' needs, progress learners' needs, progress and
progress and and achievement to key achievement to key and achievement to key achievement to key
achievement to key Quality stakeholders, including parents stakeholders, including parents stakeholders, including parents stakeholders, including parents
stakeholders, including / guardians as shownin the / guardians as shownin the / guardians as shownin the / guardians as shownin the
parents / guardians. MOV submitted MOV submitted MOV submitted MOV submitted
4 4 4 4.0 0.30
Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
Efficiency least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV were No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters distributed across 1 quarters shown

5. Plus Factor 13. Performed various
related work/activities
that contribute to the
teaching-learning
process.
10.0% Consistently performed various Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
related work / activities that related work / activities that various related work / related work / activities that shown
contribute to the teaching contribute to the teaching activities that contribute to the contribute to the teaching
Quality learning process as shown in learning process as shown in teaching learning process as learning process as shown in
the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted

4 4 4.0 0.40

Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.00

ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
EDWARD O. OCAMPO
Teacher I LALAINE L. LIBUT Approved:
Ratee Head Teacher III
Rater LINA G. GARONG
Principal IV

DEPED RPMS form – For Teachers I 174

 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating

Accomplishments of KRAs and Objectives 4.35

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: BERNADETTE P. MENDOZA Name of Superior: LINA G. GARONG

Signature: Signature:
Date: Date:

PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs Timeline Resources Needed
(Recommended Developmental Intervention)

Conforme:

BERNADETTE P. MENDOZA
Teacher I
Ratee Approved:

LINA G. GARONG
Principal IV
 POSITION AND COMPETENCY PROFILE PCP No. _________ Revision Code: 00

Department of Education
Name BERNADETTE P. MENDOZA Salary Grade
Postion Title Teacher I Effectivity Date
Office Unit Natividad Hogh School Page/s
Reports to
Position Supervised
JOB SUMMARY

QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education
Experience
Eligibility
Trainings
B. Preferred Qualifications
Education
Experience
Eligibility
Trainings
 FINAL RATING Descriptive Rating
0 - 1.499 Poor
1.5 - 2.499 Unsatisfactory
2.5 - 3.499 Satisfactory
3.5 - 4.499 Very Satisfactory
4.5 - 5 Outstanding