DepEd-Prescribed-IPCRF-Parts-1-4-SY-2019-2020-Level-Nabasa, Kharren

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III, SPET I-IV, Special Science Teacher
I-II P
Name of Employee: KHARREN. E. NABASA Name of Rater: MA. CECILIA L. MALAN
Position: Teacher I Position: Principal I
Bureau/Center/Service/Division: KABUGWASON ELEMEMTARY SCHOOL - Bacolod City Date of Review: June 5, 2020
Rating Period: SY 2019-2020
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic Education 1. Content 1. Applied SY 2019- 22.50% Quality Showed knowledge of Showed knowledge of Showed knowledge of Showed knowledge of No acceptable evidence was Showed knowledge of
content and its integration content and its integration content and its integration content and its integration shown content and its integration
Services Knowledge and knowledge of 2020 within and across subject within and across subject within and across subject within and across subject within and across subject
Pedagogy content within and areas as shown in the Main areas as shown in the Main areas as shown in the Main areas as shown in the Main areas as shown in the Main
across curriculum MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5 MOV with a rating of 4 MOV with a rating of 7
teaching areas.
5 5 5.000 0.375
Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence was Submitted 4 Main MOV,
each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting MOV shown each with any 1 of the
Supporting MOV Supporting MOV Supporting MOV Supporting MOV
Timeliness
2. Used a range of SY 2019- Quality Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was Facilitated using different
teaching strategies that teaching strategies that teaching strategies that teaching strategies that shown teaching strategies that
teaching strategies 2020 promote reading, writing promote reading, writing promote reading, writing promote reading, writing promote reading, writing
that enhance and/or numeracy skills as and/or numeracy skills as and/or numeracy skills as and/or numeracy skills as and/or numeracy skills as
learner shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with
achievement in a rating of 7 a rating of 6 a rating of 5 a rating of 4 a rating of 7
literacy and 5 5 5.000 0.375
numeracy skills.
Timeliness
3. Applied a range SY 2019- Quality Used different teaching Used different teaching Used different teaching Used different teaching No acceptable evidence was Used different teaching
strategies that develop strategies that develop strategies that develop strategies that develop shown strategies that develop
of teaching 2020
critical and/or creative critical and/or creative critical and/or creative critical and/or creative critical and/or creative
strategies to thinking, as well as other thinking, as well as other thinking, as well as other thinking, as well as other thinking, as well as other
develop critical and HOTS as shown in the Main HOTS as shown in the Main HOTS as shown in the Main HOTS as shown in the Main HOTS as shown in the Main
creative thinking, MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5 MOV with a rating of 4 MOV with a rating of 7
as well as other
higher-order 5 5 5.000 0.375
thinking skills.
Timeliness
Weight Rating
per KRA QET
5 4 3 2 1 Q E T Ave
2. Learning 4. Managed SY 2019- 22.50% Quality Used classroom Used classroom Used classroom Used classroom No acceptable evidence was Used classroom
management strategies that management strategies that management strategies that management strategies that shown management strategies that
Environment and classroom structure 2020
engage learners in activities/ engage learners in activities/ engage learners in activities/ engage learners in activities/ engage learners in activities/
Diversity of to engage learners, tasks as shown in the Main tasks as shown in the Main tasks as shown in the Main tasks as shown in the Main tasks as shown in the Main
Learners individually or in MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5 MOV with a rating of 4 MOV with a rating of 7
groups, in
meaningful
exploration,
discovery and
hands-on activities 5 5 5.000 0.375
within a range of Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence was Submitted 4 Main MOV,
physical learning Supporting MOV Supporting MOV Supporting MOV Supporting MOV
environments.
Timeliness
5. Managed learner SY 2019- Quality Applied teacher management Applied teacher management Applied teacher management Applied teacher management No acceptable evidence was Applied teacher management
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown strategies of learner behavior
behavior 2020 that promote positive and that promote positive and that promote positive and that promote positive and that promote positive and
constructively by non-violent discipline as non-violent discipline as non-violent discipline as non-violent discipline as non-violent discipline as
applying positive shown in the MOV with a shown in the MOV with a shown in the MOV with a shown in the MOV with a shown in the MOV with a
and non-violent rating of 7 rating of 6 rating of 5 rating of 4 rating of 7
discipline to ensure
learning-focused
environments. 5 5 5.000 0.375
Efficiency Submitted 4 COT rating Submitted 3 COT rating Submitted 2 COT rating Submitted 1 COT rating No acceptable evidence was Submitted 4 COT rating
sheets/inter- observer sheets/inter- observer sheets/inter- observer sheet/inter- observer shown sheets/inter- observer
agreement forms, each with agreement forms, each with agreement forms, each with agreement form with any 1 of agreement forms, each with
4 strategies as noted in the 4 strategies as noted in the 4 strategies as noted in the the given strategies as noted 4 strategies as noted in the
comment section comment section comment section in the comment section comment section
Timeliness
6. Used SY 2019- Quality Applied differentiated Applied differentiated Applied differentiated Applied differentiated No acceptable evidence was Applied differentiated
teaching strategies to teaching strategies to teaching strategies to teaching strategies to shown teaching strategies to
differentiated, 2020 address learner diversity as address learner diversity as address learner diversity as address learner diversity as address learner diversity as
developmentally shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with
appropriate a rating of 7 a rating of 6 a rating of 5 a rating of 4 a rating of 7
learning
experiences to
address learners’
gender, needs, Efficiency Submitted 2 Main MOV with Submitted 2 Main MOV with Submitted 2 Main MOV with Submitted 1 Main MOV with No acceptable evidence was Submitted 2 Main MOV with 5 5 5.000 0.375
4 differentiated teaching 3 differentiated teaching 2 differentiated teaching 1 differentiated teaching shown 4 differentiated teaching
strengths, interests strategies as observed in 2 strategies as observed in 2 strategies as observed in 2 strategy as observed in 1 strategies as observed in 2
and experiences. lessons, each with any 1 of lessons, each with any 1 of lessons, each with any 1 of lesson with any 1 of the lessons, each with any 1 of
the Supporting MOV the Supporting MOV the Supporting MOV Supporting MOV the Supporting MOV
Timeliness
Weight Rating
per KRA QET
5 4 3 2 1 Q E T Ave
3. Curriculum and 7. Planned, SY 2019- 22.50% Quality Planned and implemented Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was Planned and implemented
developmentally sequenced developmentally sequenced developmentally sequenced developmentally sequenced shown developmentally sequenced
Planning managed and 2020
teaching and learning teaching and learning teaching and learning teaching and learning teaching and learning
implemented process as shown in the process as shown in the process as shown in the process as shown in the process as shown in the
developmentally Main MOV with a rating of 7 Main MOV with a rating of 6 Main MOV with a rating of 5 Main MOV with a rating of 4 Main MOV with a rating of 7
sequenced
teaching and
learning processes
to meet curriculum 5 5 5.000 0.375
requirements and Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence was Submitted 4 Main MOV,
varied teaching Supporting MOV Supporting MOV Supporting MOV Supporting MOV
contexts.
Timeliness
8. Participated in SY 2019- Quality Consistently participated in Frequently participated in Occasionally participated in Rarely participated in LAC No acceptable evidence was Consistently participated in
LAC sessions/FGDs/ LAC sessions/FGDs/ LAC sessions/FGDs/ sessions/FGDs/ meeting to shown LAC sessions/FGDs/
collegial 2020
meetings to discuss meetings to discuss meetings to discuss discuss teacher/learner meetings to discuss
discussions that teacher/learner feedback to teacher/learner feedback to teacher/learner feedback to feedback to enrich instruction teacher/learner feedback to
use teacher and enrich instruction as shown enrich instruction as shown enrich instruction as shown as shown in the MOV enrich instruction as shown
learner feedback to in the MOV submitted in the MOV submitted in the MOV submitted submitted in the MOV submitted
enrich teaching
practice.
Participated in 4 LAC Participated in 3 LAC Participated in 2 LAC Participated in 1 LAC No acceptable evidence was Participated in 4 LAC
5 5 5.000 0.375
Efficiency
sessions/ sessions/ sessions/ session/FGD/ meeting on shown sessions/
FGDs/meetings on teacher/ FGDs/meetings on FGDs/meetings on teacher/ teacher/ learner feedback as FGDs/meetings on teacher/
learner feedback as evidently teacher/learner feedback as learner feedback as evidently evidently shown in the MOV learner feedback as evidently
shown in the MOV submitted evidently shown in the MOV shown in the MOV submitted submitted shown in the MOV submitted
submitted
Timeliness
9. Selected, SY 2019- Quality Developed and used varied Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was Developed and used varied
teaching and learning teaching and learning teaching and learning teaching and learning shown teaching and learning
developed, 2020
resources, including ICT, to resources, including ICT, to resources, including ICT, to resources, including ICT, to resources, including ICT, to
organized and address learning goals as address learning goals as address learning goals as address learning goals as address learning goals as
used appropriate shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with
teaching and a rating of 7 a rating of 6 a rating of 5 a rating of 4 a rating of 7
learning resources,
including ICT, to
address learning 5 5 5.000 0.375
goals. Efficiency Submitted 1 Main MOV with Submitted 1 Main MOV with Submitted 1 Main MOV with Submitted 1 Main MOV with No acceptable evidence was Submitted 1 Main MOV with
4 varied teaching and 3 varied teaching and 2 varied teaching and 1 teaching and learning shown 4 varied teaching and
learning resources, including learning resources, including learning resources, including resource, including ICT, as learning resources, including
ICT, as shown in 1 ICT, as shown in 1 ICT, as shown in 1 shown in 1 Supporting MOV ICT, as shown in 1
Timeliness
Weight Rating
per KRA QET
5 4 3 2 1 Q E T Ave
4. Assessment and 10. Designed, SY 2019- 22.50% Quality Designed, selected, Designed, selected, Designed, selected, Designed, selected, No acceptable evidence was Designed, selected,
organized and used organized and used organized and used organized and used shown organized and used
Reporting selected, organized 2020
diagnostic, formative and diagnostic, formative and diagnostic, formative and diagnostic, formative and diagnostic, formative and
and used summative assessment summative assessment summative assessment summative assessment summative assessment
diagnostic, strategies consistent with strategies consistent with strategies consistent with strategies consistent with strategies consistent with
formative and curriculum requirements as curriculum requirements as curriculum requirements as curriculum requirements as curriculum requirements as
shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with
summative
a rating of 7 a rating of 6 a rating of 5 a rating of 4 a rating of 7
assessment
strategies
consistent with 5 5 5.000 0.375
curriculum
requirements. Efficiency Submitted 1 Main MOV with Submitted 1 Main MOV with Submitted 1 Main MOV with Submitted 1 Main MOV with No acceptable evidence was Submitted 1 Main MOV with
4 varied assessment 3 varied assessment 2 varied assessment 1 assessment strategy as shown 4 varied assessment
strategies as shown in any strategies as shown in any strategies as shown in any shown in any Supporting strategies as shown in any
Supporting MOV Supporting MOV Supporting MOV MOV Supporting MOV
Timeliness
11. Monitored and SY 2019- Quality Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was Consistently monitored and
evaluated learner progress evaluated learner progress evaluated learner progress evaluated learner progress shown evaluated learner progress
evaluated learner 2020
and achievement using and achievement using and achievement using and achievement using and achievement using
progress and learner attainment data as learner attainment data as learner attainment data as learner attainment data as learner attainment data as
achievement using shown in the MOV submitted shown in the MOV submitted shown in the MOV submitted shown in the MOV submitted shown in the MOV submitted
learner attainment
data.
5 5 5 5.000 0.375
Efficiency Submitted 4 different kinds of Submitted 3 different kinds of Submitted 2 different kinds of Submitted any 1 of the No acceptable evidence was Submitted 4 different kinds of
acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown acceptable MOV
Timeliness Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable evidence was Submitted MOV were
distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters completed in only 1 quarter shown distributed across 4 quarters
12. Communicated SY 2019- Quality Consistently showed prompt Frequently showed prompt Occasionally showed prompt Rarely showed prompt and No acceptable evidence was Occasionally showed prompt
and clear communication of and clear communication of and clear communication of clear communication of the shown and clear communication of
promptly and 2020 the learners’ needs, progress the learners’ needs, progress the learners’ needs, progress learners’ needs, progress the learners’ needs, progress
clearly the learners’ and achievement to key and achievement to key and achievement to key and achievement to key and achievement to key
needs, progress stakeholders, including stakeholders, including stakeholders, including stakeholders, including stakeholders, including
and achievement parents/ guardians as shown parents/ guardians as shown parents/ guardians as shown parents/ guardians as shown parents/ guardians as shown
in the MOV submitted in the MOV submitted in the MOV submitted in the MOV submitted in the MOV submitted
to key
stakeholders,
including
parents/guardians. 3 3 3 3.000 0.225
Timeliness Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable evidence was Submitted MOV were
distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters completed in only 1 quarter shown distributed across 2 quarters
Weight Rating
per KRA QET
5 4 3 2 1 Q E T Ave
5. Plus Factor 13. Performed SY 2019- 10% Quality Consistently performed Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was Consistently performed
various related related work/activities that various related related work/activities that shown various related
various related 2020
work/activities that contribute contribute to the teaching work/activities that contribute contribute to the teaching work/activities that contribute
works/activities that to the teaching learning learning process as shown in to the teaching learning learning process as shown in to the teaching learning
contribute to the process as shown in the the MOV submitted process as shown in the the MOV submitted process as shown in the
teaching-learning MOV submitted MOV submitted MOV submitted
process.
5 5 5.000 0.500
Timeliness
RATING FOR OVERALL ACCOMPLISHMENTS Outstanding 4.850
ADJECTIVAL RATING EQUIVALENCES

RANGE ADJECTIVAL RATING
4.500 – 5.000 Outstanding
3.500 – 4.499 Very Satisfactory
2.500 – 3.499 Satisfactory
1.500 – 2.499 Unsatisfactory
below 1.499 Poor
KHARREN. E. NABASA MA. CECILIA L. MALAN MALAN, MA. CECILIA L.

Ratee Rater Approving Authority
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Master Teacher I-IV, SPET V, SPECIAL SCIENCE TEACHER III-V
Bureau/Center/Service/Division: KABUGWASON ELEMEMTARY SCHOOL - Bacolod City Date of Review: June 5, 2020

Weight Rating
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 1. Content 1. Modeled effective SY 2019- 22.50% Quality Modeled effective Modeled effective Modeled effective Modeled effective No acceptable evidence was
applications of content applications of content applications of content applications of content shown
Education Knowledge and applications of content 2020
knowledge within and across knowledge within and across knowledge within and across knowledge within and across
Services Pedagogy knowledge within and curriculum teaching areas as curriculum teaching areas as curriculum teaching areas as curriculum teaching areas as
across curriculum shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with
teaching areas. a rating of 8 a rating of 7 a rating of 6 a rating of 5
Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence was
each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting MOV shown
Supporting MOV Supporting MOV Supporting MOV
Timeliness
2. Collaborated with SY 2019- Quality Conducted, completed and Conducted and Conducted action research Proposed action research No acceptable evidence was
disseminated action research completed action research with colleagues with colleagues shown
colleagues in the 2020
with colleagues with colleagues
conduct and
application of research
to enrich knowledge of
content and pedagogy.
Efficiency Submitted any 4 of the Submitted any 3 of the Submitted any 2 of the Submitted any 1 of the No acceptable evidence was
acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown
Timeliness Presented the research Completed the research Conducted the research Proposed the research report No acceptable evidence was
report within the rating period report within the rating period report within the rating period within the rating period shown
3. Developed and SY 2019- Quality Demonstrated effective Demonstrated effective Demonstrated effective Demonstrated effective No acceptable evidence was
teaching strategies to teaching strategies to teaching strategies to teaching strategies to shown
applied effective 2020
promote critical and/or promote critical and/or promote critical and/or promote critical and/or
teaching strategies to creative thinking, as well as creative thinking, as well as creative thinking, as well as creative thinking, as well as
promote critical and other higher-order thinking other higher-order thinking other higher-order thinking other higher-order thinking
creative thinking, as skills as shown in the Main skills as shown in the Main skills as shown in the Main skills as shown in the Main
MOV with a rating of 8 MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5
well as other higher-
order thinking skills.
Timeliness
Weight Rating
per KRA QET
5 4 3 2 1 Q E T Ave
2. Learning 4. Worked with SY 2019- 22.50% Quality Modeled and shared Modeled and shared Modeled and shared Modeled and shared No acceptable evidence was
effective classroom effective classroom effective classroom effective classroom shown
Environment and colleagues to model 2020
management strategies that management strategies that management strategies that management strategies that
Diversity of and share effective engage learners in activities/ engage learners in activities/ engage learners in activities/ engage learners in activities/
Learners techniques in the tasks done in different tasks done in different tasks done in different tasks done in different
management of physical learning physical learning physical learning physical learning
environments as shown in environments as shown in environments as shown in environments as shown in
classroom structure to
the Main MOV with a rating the Main MOV with a rating the Main MOV with a rating the Main MOV with a rating
engage learners, of 8 of 7 of 6 of 5
individually or in
groups, in meaningful
exploration, discovery
and hands-on activities
within a range of Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence was
physical learning Supporting MOV Supporting MOV Supporting MOV
environments.
Timeliness
5. Exhibited effective SY 2019- Quality Exhibited effective and Exhibited effective and Exhibited effective and Exhibited effective and No acceptable evidence
constructive behavior constructive behavior constructive behavior constructive behavior shown
and constructive 2020
management skills by management skills by management skills by management skills by
behavior management applying positive and non- applying positive and non- applying positive and non- applying positive and non-
skills by applying violent discipline to ensure violent discipline to ensure violent discipline to ensure violent discipline to ensure
positive and non- learning-focused learning-focused learning-focused learning-focused
environments shown in the environments shown in the environments shown in the environments shown in the
violent discipline to
MOV with a rating of 8 MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5
ensure learning-
focused environments.
Efficiency Submitted 4 COT rating Submitted 3 COT rating Submitted 2 COT rating Submitted 1 COT rating No acceptable evidence was
sheets/inter-observer sheets/inter-observer sheets/inter-observer sheet/inter-observer shown
agreement forms, each with agreement forms, each with agreement forms, each with agreement form with any 1 of
7 strategies as noted in the 7 strategies as noted in the 7 strategies as noted in the the given strategies as noted
comment section comment section comment section in the comment section
Timeliness
6. Worked with SY 2019- Quality Worked with colleagues at Worked with colleagues in Worked with colleagues in Worked with colleagues but No acceptable evidence
least in the district/cluster the school level to share the department or grade level no evidence of sharing shown
colleagues to share 2020 level to share differentiated, differentiated, to share differentiated, differentiated,
differentiated, developmentally appropriate developmentally appropriate developmentally appropriate developmentally appropriate
developmentally opportunities to address opportunities to address opportunities to address opportunities to address
appropriate learners’ differences learners’ differences learners’ differences learners’ differences with
others
opportunities to
address learners’
differences in gender,
needs, strengths,
interests and
experiences.
6. Worked with SY 2019-
colleagues to share 2020
differentiated,
developmentally TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
appropriate
opportunities to Performance Indicators
address learners’ Weight Rating
differences in gender, per KRA QET
needs, strengths, 5 4 3 2 1 Q E T Ave
interests and
experiences. each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting MOV shown
Timeliness
Weight Rating
per KRA QET
5 4 3 2 1 Q E T Ave
3. Curriculum and 7. Developed and SY 2019- 22.50% Quality Developed and applied Developed and applied Developed and applied Developed and applied No acceptable evidence was
effective strategies showing effective strategies showing effective strategies showing effective strategies showing shown
Planning applied effective 2020
developmentally- sequenced developmentally- sequenced developmentally- sequenced developmentally- sequenced
strategies in the teaching and learning teaching and learning teaching and learning teaching and learning
planning and process as shown in the process as shown in the process as shown in the process as shown in the
management of Main MOV with a rating of 8 Main MOV with a rating of 7 Main MOV with a rating of 6 Main MOV with a rating of 5
developmentally
sequenced teaching
and learning processes
to meet curriculum
requirements and Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence was
Efficiency
varied teaching each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting MOV shown
contexts. Supporting MOV Supporting MOV Supporting MOV
Timeliness
8. Reviewed with SY 2019- Quality Consistently led collaborative Frequently led collaborative Occasionally led Rarely led collaborative No acceptable evidence was
reviews of teacher and reviews of teacher and collaborative reviews of reviews of teacher and shown
colleagues, teacher 2020
learner feedback as learner feedback as teacher and learner feedback learner feedback as
and learner feedback evidenced by the MOV evidenced by the MOV as evidenced by the MOV evidenced by the MOV
to plan, facilitate and submitted submitted submitted submitted
enrich teaching
practice.
Timeliness
9. Advised and guided SY 2019- Quality Consistently advised Frequently advised Occasionally advised Rarely advised colleagues in No acceptable evidence was
colleagues in the selection, colleagues in the selection, colleagues in the selection, the selection, organization, shown
colleagues in the 2020
organization, development organization, development organization, development development and appropriate
selection, organization, and appropriate use of and appropriate use of and appropriate use of use of teaching and learning
development and use teaching and learning teaching and learning teaching and learning resources as shown in the
of appropriate teaching resources as shown in the resources as shown in the resources as shown in the MOV submitted
MOV submitted MOV submitted MOV submitted
and learning
resources, including
ICT, to address
specific learning goals.
Efficiency Submitted 4 of the Submitted 3 of the Submitted 2 of the Submitted 1 of the No acceptable evidence was
Timeliness
Weight Rating
per KRA QET
5 4 3 2 1 Q E T Ave
4. Assessment 10. Worked SY 2019- 22.50% Quality Consistently reviewed Frequently reviewed Occasionally reviewed Rarely reviewed No acceptable evidence was
collaboratively assessment collaboratively assessment collaboratively assessment collaboratively assessment shown
and Reporting collaboratively with 2020
tools with colleagues as tools with colleagues as tools with colleagues as tools with colleagues as
colleagues to review shown in the MOV submitted shown in the MOV submitted shown in the MOV submitted shown in the MOV submitted
the design, selection,
organization and use
of a range of effective
diagnostic, formative
and summative Submitted 4 assessment Submitted 3 assessment Submitted 2 assessment Submitted 1 assessment tool No acceptable evidence was
Efficiency
assessment strategies tools as evidently shown in tools as evidently shown in tools as evidently shown in as evidently shown in any of shown
consistent with any of the acceptable MOV any of the acceptable MOV any of the acceptable MOV the acceptable MOV
curriculum
requirements.
Timeliness
11. Interpreted SY 2019- Quality Consistently collaborated Frequently collaborated with Occasionally collaborated Rarely collaborated with No acceptable evidence was
with colleagues in the colleagues in the with colleagues in the colleagues in the shown
collaboratively 2020
interpretation of assessment interpretation of assessment interpretation of assessment interpretation of assessment
monitoring and data as shown in the MOV data as shown in the MOV data as shown in the MOV data as shown in the MOV
evaluation strategies of submitted submitted submitted submitted
attainment data to
support learner
progress and
achievement. Efficiency Submitted 2 different types of Submitted 3 of the same kind Submitted 2 of the same kind Submitted any 1 of the MOV No acceptable evidence was
MOV of MOV of MOV shown
Timeliness
12. Applied skills in the SY 2019- Quality Consistently applied skills in Frequently applied skills in Occasionally applied skills in Rarely applied skills in the No acceptable evidence was
the effective communication the effective communication the effective communication effective communication of shown
effective 2020 of learner needs and of learner needs and of learner needs and learner needs and progress
communication of progress to parents/ progress to parents/ progress to parents/ to parents/ guardians as
learner needs, guardians as shown in the guardians as shown in the guardians as shown in the shown in the MOV submitted
progress and MOV submitted MOV submitted MOV submitted
achievement to key
stakeholders, including
parents/guardians.
Timeliness
Weight Rating
per KRA QET
5 4 3 2 1 Q E T Ave
5. Plus Factor 13. Performed various SY 2019- 10% Quality Consistently performed Frequently performed special Occasionally performed Rarely performed special No acceptable evidence was
special tasks and/or tasks and/or assignments as special tasks and/or tasks and/or assignments as shown
related works/activities 2020
assignments as shown in the shown in the MOV submitted assignments as shown in the shown in the MOV submitted
that contribute to the MOV submitted MOV submitted
teaching-learning
process.
Timeliness
RATING FOR OVERALL ACCOMPLISHMENTS
ADJECTIVAL RATING EQUIVALENCES

RANGE ADJECTIVAL RATING
4.500 – 5.000 Outstanding
3.500 – 4.499 Very Satisfactory
2.500 – 3.499 Satisfactory
1.500 – 2.499 Unsatisfactory
below 1.499 Poor

PART II: COMPETENCIES
Instructions: Please indicate the number of competency indicators that you demonstrated during the performance cycle.
CORE BEHAVIORAL COMPETENCIES
Self-Management Teamwork
1. Sets personal goals and directions, needs and development. 1. Willingly does his/her share of responsibility.
2. Undertakes personal actions and behavior that are clear and purposive and takes into account personal 2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the
goals and values congruent to that of the organization. organization.
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals.
5 3. Applies negotiation principles in arriving at win-win agreements.
5
4. Prioritizes work tasks and schedules (through Gantt chants, checklists, etc.) to achieve goals. 4. Drives consensus and team ownership of decisions.
5. Works constructively and collaboratively with others and across organizations to accomplish organization
5. Sets high quality, challenging, realistic goals for self and others.
goals and objectives.
Professionalism and Ethics Service Orientation
1. Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards for
1. Can explain and articulate organizational directions, issues and problems.
Public Officials and Employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking into account the impact of his/her actions
2. Takes personal responsibility for dealing with and/or correcting customer service issues and concerns.
and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good
grooming and communication.
4 3. Initiates activities that promote advocacy for men and women empowerment.
4
4. Participates in updating office vision, mission, mandates and strategies based on DepEd strategies and
4. Makes personal sacrifices to meet the organization’s needs.
directions.
5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve system and 5. Develops and adopts service improvement program through simplified procedures that will further
help others improve their effectiveness. enhance service delivery.
Results Focus Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes and
1. Achieves results with optimal use of time and resources most of the time.
suggests better ways to do things (cost and/or operational efficiency).
2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal
before personal needs. productivity to create higher value and results.
3. Delivers error-free outputs most of the time by conforming to standard operating procedures correctly and
consistently. Able to produce very satisfactory quality work in terms of usefulness/acceptability and
completeness with no supervision required.
5 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions. 5
4. Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new or 4. Translates creative thinking into tangible changes and solutions that improve the work unit and
more precise ways of meeting goals set. organization.
5. Makes specific changes in the system or in own work methods to improve performance. Examples may
5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability to
include doing something better, faster, at a lower cost, more efficiently, or improving quality, customer
succeed with minimal resources.
satisfaction, morale, without setting any specific goal.
Note: The assessment in the demonstration of competencies shall not be reflected in the final rating. These competencies are monitored to inform professional development plans (DepEd Order No. 2, s. 2015, p. 9).
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) SUMMARY SHEET
Teacher I-III, SPET I-IV, Special Science Teacher I-II (Proficient Teacher)
ureau/Center/Service/Division: Date of Review:
KABUGWASON ELEMEMTARY SCHOOL - Ba June 5, 2020
PART III. SUMMARY OF RATINGS FOR DISCUSSION

Weight per Weight per Numerical Ratings Adjectival
KRA Objectives Score
KRA Objective Q E T Ave Rating
Objective 1 7.5% 5 5 5.000 0.375 Outstanding
KRA 1 22.5% Objective 2 7.5% 5 5 0 5.000 0.375 Outstanding
KRA 2 22.5% Objective 5 7.5% 5 5 5.000 0.375 Outstanding
KRA 3 22.5% Objective 8 7.5% 5 5 5.000 0.375 Outstanding
KRA 4 22.5% Objective 11 7.5% 5 5 5 5.000 0.375 Outstanding
Objective 12 7.5% 3 3 3 3.000 0.225 Satisfactory
Plus Factor 10% Objective 13 10% 5 5 5.000 0.500 Outstanding
FINAL PERFORMANCE Final Rating 4.850
Accomplishments of KRAs and Objectives
RESULTS Adjectival Rating Outstanding

PART IV: DEVELOPMENT PLANS
NOTE:
This sheet shall be accomplished during: i) Phase I: Performance Planning and Commitment, based on the results of e-SAT; and ii) Phase II: Performance Monitoring and
Coaching, based on the agreements on the Performance Monitoring and Coaching Form and Mid-year Review Form; and iii) Phase IV: Performance Rewarding and
Development Planning, based on the actual results of IPCRF.

The Ratee can modify the cell (i.e., add rows) to reflect his/her development needs and strengths.
Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies
KRA 1, OBJECTIVE 1: KRA 4, OBJECTIVE 12: Conduct quarterly parents' Call the attention of parents in Year Round *Parents, Teachers, students
Applied knowledge of content Communicated promptly and conference and recognition my advisory and let them know *ICT, Presentation
within and across curriculum clearly the learners' needs, among students. respectively the needs, of needs, progress and
teaching areas. progress and achievement to progress and achievement of achievement of students
key stakeholders, including their child.
parents/guardians.
KRA 1, OBJECTIVE 2:
Used range of teaching
strategies that enhance learner
achievement in literacy and
numeract skills
KRA 1, OBJECTIVE 3:
Applied range of teaching
strategies to develop critical
and creative thinking, as well as
other higher order thinking
skills.
KRA 2, OBJECTIVE 4:
Managed classroom structure
to engage learners, individually
or in groups, in meaningful
exploration, discovery and
hands-on activities within a
range of physical learning
environments.
KRA 2, OBJECTIVE 5:
Managed learner behavior
constructively by applying
positive and non-violent
discipline to ensure learning
focused environments.
KRA 2, OBJECTIVE 6:
Used differentiated,
developmentally appropriate
learning experiences to address
learners' gender, needs,
strengths, interests and
experiences.
KRA 3, OBJECTIVE 7:
Planned, managed and
implemented developmentally
sequenced teaching and
learning processes to meet
curriculum requirements and
varried teaching contexts.
KRA 3, OBJECTIVE 8:
Participated in collegial
discussions that use teacher
and learner feedback to enrich
learning practice.
KRA 3, OBJECTIVE 9:
Selected developed,
organized and used
appropriate teaching and
learning resources, including
ICT, to address learning goals.
KRA 4, OBJECTIVE 10:

Designed, selected,
organized and used diagnostic,
formative assessment
strategies consistent with
curriculum requirements.

Monitored and evaluated
leraner progress and
achievement

Performed various related
works/activities that contribute
to teaching-learning process.
B. Core Behavioral Competencies

*Self-Management *Service Orientation, Attend seminar-workshop or Handle chairmanship in Year Round School Head/Master
SLAC about innitiating activities innitiating activities that Teacher/ Teachers
in promoting advocacy on any promote advocacy for men
areas. and women empowerment
and apply learned ideas from
seminar-workshop or SLAC.
*Professionalism & Ethics

*Results Focus
*Teamwork
*Innovation
Feedback:

RATEE RATER APPROVING AUTHORITY

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INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III, SPET I-IV, Special Science Teacher

Position: Teacher I Position: Principal I

Rating Period: SY 2019-2020

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

RATING FOR OVERALL ACCOMPLISHMENTS Outstanding 4.850

ADJECTIVAL RATING EQUIVALENCES

KHARREN. E. NABASA MA. CECILIA L. MALAN MALAN, MA. CECILIA L.

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

RATING FOR OVERALL ACCOMPLISHMENTS

ADJECTIVAL RATING EQUIVALENCES

KHARREN. E. NABASA MA. CECILIA L. MALAN MALAN, MA. CECILIA L.

PART III. SUMMARY OF RATINGS FOR DISCUSSION

KHARREN. E. NABASA MA. CECILIA L. MALAN MALAN, MA. CECILIA L.

KRA 4, OBJECTIVE 10:

KRA 4, OBJECTIVE 11:

KRA 5, OBJECTIVE 13:

B. Core Behavioral Competencies

*Professionalism & Ethics

KHARREN. E. NABASA MA. CECILIA L. MALAN MALAN, MA. CECILIA L.

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