IPCRF R

Teacher I-III, S

PART 1: INDIVIDUAL PERFOR

Name of Employee: Rater:

Position: Position:

Employee ID #: Date of Review:

Employment Status: Rating Period:

Age:

Sex: Number of Years in Teachin

Level Taught:
Highest Degree Obtaine
Grade Level Taught:
Subject Taught: Area of Specializatio
COT 1
Weight COT
Weight
KRA Objectives per Indicator
per KRA Objective No. RPMS 5-
Rating
pt Scale
Objective 1 7.5% 1
KRA 1 22.5% Objective 2 7.5% 2
 IPCRF Rating Encoding Form
Teacher I-III, SPET I-IV (Proficient Teacher)

NDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM

Rater: Region:

Position: Division:

Date of Review: District/Municipality:

Rating Period: SY 2019-2020 School ID:

School Name:

Number of Years in Teaching: School Type:

School Size:
Highest Degree Obtained:
Curricular Classification:

Area of Specialization: Encoding Status:

COT 2 COT 3 COT 4
IPCRF Numerical Rati
Ave
RPMS 5- RPMS 5- RPMS 5-
Rating Rating Rating Q E
pt Scale pt Scale pt Scale
0.000 1
0.000 1
 EDITING - NEW

CRF Numerical Ratings

Adjectival
Score
Rating
T Ave

1.000 0.075 Poor

1.000 0.075 Poor
 KRA 1 22.5%
Objective 3 7.5% 3
Objective 4 7.5% 4
KRA 2 22.5% Objective 5 7.5% 5
Objective 6 7.5% 6
Objective 7 7.5% 7
KRA 3 22.5% Objective 8 7.5%
Objective 9 7.5% 8
Objective 10 7.5% 9
KRA 4 22.5% Objective 11 7.5%
Objective 12 7.5%
Plus Factor 10% Objective 13 10%
Date Observed:
 0.000 1
0.000 1
0.000 1
0.000 1
0.000 1

0.000 1
7 5 5.000 5 5

Final

Adjectival

Approving Authority:
 1.000 0.075 Poor
1.000 0.075 Poor
1.000 0.075 Poor
1.000 0.075 Poor
1.000 0.075 Poor
0.000 0.000 Poor
1.000 0.075 Poor
5.000 0.375 Outstanding
0.000 0.000 Poor
0.000 0.000 Poor
0.000 0.000 Poor
Final Rating 0.975

Adjectival Rating Poor

 PART 2: CO

Self-Management
1. Sets personal goals and directions, needs and development.
2. Undertakes personal actions and behavior that are clear and purposive a
into account personal goals and values congruent to that of the organiza

3. Displays emotional maturity and enthusiasm for and is challenged by hig

4. Prioritizes work tasks and schedules (through Gantt chants, checklists, e

achieve goals.
5. Sets high quality, challenging, realistic goals for self and others.

Professionalism and Ethics

1. Demonstrates the values and behavior enshrined in the Norms and Cond
Ethical Standards for Public Officials and Employees (RA 6713).

2. Practices ethical and professional behavior and conduct taking into acco
impact of his/her actions and decisions.

3. Maintains a professional image: being trustworthy, regularity of attendanc

punctuality, good grooming and communication.

4. Makes personal sacrifices to meet the organization’s needs.

5. Acts with a sense of urgency and responsibility to meet the organization’

improve system and help others improve their effectiveness.

Results Focus
1. Achieves results with optimal use of time and resources most of the time
 PART 2: CORE BEHAVIORAL COMPETENCIES

Teamwork
development. 1. Willingly does his/her share of responsibility.
t are clear and purposive and takes 2. Promotes collaboration and removes barrier to
uent to that of the organization. accomplishment across the organization.

or and is challenged by higher goals. 3. Applies negotiation principles in arriving at win

Gantt chants, checklists, etc.) to 4. Drives consensus and team ownership of deci

or self and others. 5. Works constructively and collaboratively with o

accomplish organization goals and objectives.

Service Orientation
ned in the Norms and Conduct and 1. Can explain and articulate organizational direc
loyees (RA 6713).

d conduct taking into account the 2. Takes personal responsibility for dealing with a
issues and concerns.

rthy, regularity of attendance and 3. Initiates activities that promote advocacy for m
n.

ation’s needs. 4. Participates in updating office vision, mission,

DepEd strategies and directions.

y to meet the organization’s needs, 5. Develops and adopts service improvement pro
effectiveness. that will further enhance service delivery.

Innovation
resources most of the time. 1. Examines the root cause of problems and sug
ideas, processes and suggests better ways to
efficiency).
e of responsibility.
d removes barrier to teamwork and goal
e organization.

les in arriving at win-win agreements.

m ownership of decisions.

collaboratively with others and across organizations to

oals and objectives.

organizational directions, issues and problems.

lity for dealing with and/or correcting customer service

mote advocacy for men and women empowerment.

fice vision, mission, mandates and strategies based on

ctions.

ice improvement program through simplified procedures

ervice delivery.

of problems and suggests effective solutions. Foster new

gests better ways to do things (cost and/or operational
2. Avoids rework, mistakes and wastage through effective work methods by
organizational needs before personal needs.

3. Delivers error-free outputs most of the time by conforming to standard op

procedures correctly and consistently. Able to produce very satisfactory q
in terms of usefulness/acceptability and completeness with no supervisio

4. Expresses a desire to do better and may express frustration at waste or i

May focus on new or more precise ways of meeting goals set.

5. Makes specific changes in the system or in own work methods to improv

performance. Examples may include doing something better, faster, at a
more efficiently, or improving quality, customer satisfaction, morale, witho
any specific goal.
 effective work methods by placing 2. Demonstrates an ability to think “beyond the b
improving personal productivity to create highe

conforming to standard operating 3. Promotes a creative climate and inspires co-w

produce very satisfactory quality work solutions.
eteness with no supervision required.

ess frustration at waste or inefficiency. 4. Translates creative thinking into tangible chang
eeting goals set. work unit and organization.

wn work methods to improve 5. Uses ingenious methods to accomplish respon

mething better, faster, at a lower cost, resourcefulness and the ability to succeed with
r satisfaction, morale, without setting
 think “beyond the box”. Continuously focuses on
ctivity to create higher value and results.

te and inspires co-workers to develop original ideas or

g into tangible changes and solutions that improve the

.

o accomplish responsibilities. Demonstrates

bility to succeed with minimal resources.
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for
Name of Employee:

Position:

Bureau/Center/Service/Division: -

Rating Period:

TO BE FILLED OUT DURING PLANNING

Performance Indica
Weight
MFOs KRAs Objectives Timeline Outstanding
per KRA QET
5
Basic 1. Content 1. Applied 22.50% Quality Showed knowledge of
content and its integration
Education Knowledge and knowledge of within and across subject
Services Pedagogy content within and areas as shown in the
across curriculum Main MOV with a rating of
teaching areas. 7
Efficiency Submitted 4 Main MOV,
each with any 1 of the
Supporting MOV
Timeliness
2. Used a range Quality Facilitated using different
teaching strategies that
of teaching promote reading, writing
strategies that and/or numeracy skills as
enhance learner shown in the Main MOV
achievement in with a rating of 7
literacy and Efficiency Submitted 4 Main MOV,
each with any 1 of the
numeracy skills. Supporting MOV
Timeliness
3. Applied a Quality Used different teaching
strategies that develop
range of teaching critical and/or creative
strategies to thinking, as well as other
develop critical HOTS as shown in the
and creative Main MOV with a rating of
7
thinking, as well
Efficiency Submitted 4 Main MOV,
as other higher- each with any 1 of the
order thinking Supporting MOV
skills. Timeliness
2. Learning 4. Managed 22.50% Quality Used classroom
management strategies
Environment and classroom that engage learners in
Diversity of structure to activities/ tasks as shown
Learners engage learners, in the Main MOV with a
individually or in rating of 7
groups, in
meaningful
exploration,
discovery and
hands-on Efficiency Submitted 4 Main MOV,
activities within a each with any 1 of the
Supporting MOV
range of physical
learning
environments.

Timeliness
T AND REVIEW FORM (IPCRF) for Teacher I-III, SPET I-IV, Special Science Teacher I-II
Name of Rater:

Position:

Date of Review:

T DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Performance Indicators
Rating
Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results

4 3 2 1 Q E T
Showed knowledge of Showed knowledge of Showed knowledge of No acceptable evidence
content and its integration content and its integration content and its integration was shown
within and across subject within and across subject within and across subject
areas as shown in the areas as shown in the areas as shown in the
Main MOV with a rating of Main MOV with a rating of Main MOV with a rating of
6 5 4
Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence
each with any 1 of the each with any 1 of the with any 1 of the was shown
Supporting MOV Supporting MOV Supporting MOV

Facilitated using different
teaching strategies that
promote reading, writing
and/or numeracy skills as
shown in the Main MOV
with a rating of 6
Submitted 3 Main MOV,
each with any 1 of the
Supporting MOV
Facilitated using different
teaching strategies that
promote reading, writing
and/or numeracy skills as
shown in the Main MOV
with a rating of 5
Submitted 2 Main MOV,
each with any 1 of the
Supporting MOV
Facilitated using different No acceptable evidence
teaching strategies that was shown
promote reading, writing
and/or numeracy skills as
shown in the Main MOV
with a rating of 4
Submitted 1 Main MOV No acceptable evidence
with any 1 of the was shown
Supporting MOV

Used different teaching
strategies that develop
critical and/or creative
thinking, as well as other
HOTS as shown in the
Main MOV with a rating of
6 5
Submitted 3 Main MOV,
each with any 1 of the
Supporting MOV
Used different teaching
strategies that develop
critical and/or creative
thinking, as well as other
HOTS as shown in the
Main MOV with a rating of
Submitted 2 Main MOV,
each with any 1 of the
Supporting MOV
Used different teaching No acceptable evidence
strategies that develop was shown
critical and/or creative
thinking, as well as other
HOTS as shown in the
Main MOV with a rating of
4
Submitted 1 Main MOV No acceptable evidence
with any 1 of the was shown
Supporting MOV

Used classroom Used classroom Used classroom No acceptable evidence

management strategies
that engage learners in
activities/ tasks as shown
in the Main MOV with a
rating of 6
management strategies
that engage learners in
activities/ tasks as shown
in the Main MOV with a
rating of 5
management strategies was shown
that engage learners in
activities/ tasks as shown
in the Main MOV with a
rating of 4

Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence
each with any 1 of the each with any 1 of the with any 1 of the was shown
Supporting MOV Supporting MOV Supporting MOV
 P

URING EVALUATION

Rating
Score

Ave
 5. Managed
learner behavior
constructively by
applying positive
and non-violent
discipline to
Efficiency
ensure learning-
focused
environments.
Quality Applied teacher
management strategies of
learner behavior that
promote positive and non-
violent discipline as shown
in the MOV with a rating of
7
Submitted 4 COT rating
sheets/inter- observer
agreement forms, each
with 4 strategies as noted
in the comment section

Timeliness
6. Used Quality Applied differentiated
teaching strategies to
differentiated, address learner diversity
developmentally as shown in the Main MOV
appropriate with a rating of 7
learning Efficiency Submitted 2 Main MOV
experiences to with 4 differentiated
teaching strategies as
address learners’ observed in 2 lessons,
gender, needs, each with any 1 of the
strengths, Supporting MOV
interests and Timeliness
3. Curriculum experiences.
7. Planned, 22.50% Quality Planned and implemented
developmentally
and Planning managed and sequenced teaching and
implemented learning process as shown
developmentally in the Main MOV with a
sequenced rating of 7
teaching and Efficiency Submitted 4 Main MOV,
each with any 1 of the
learning Supporting MOV
processes to
meet curriculum
requirements and
varied teaching Timeliness
contexts.
8. Participated in Quality Consistently participated in
LAC sessions/FGDs/
collegial meetings to discuss
discussions that teacher/learner feedback
use teacher and to enrich instruction as
learner feedback shown in the MOV
submitted
to enrich teaching
Efficiency Participated in 4 LAC
practice. sessions/
FGDs/meetings on
teacher/ learner feedback
as evidently shown in the
MOV submitted
Timeliness
9. Selected, Quality Developed and used
varied teaching and
developed, learning resources,
organized and including ICT, to address
used appropriate learning goals as shown in
teaching and the Main MOV with a rating
of 7
learning
Efficiency Submitted 1 Main MOV
resources, with 4 varied teaching and
including ICT, to learning resources,
address learning including ICT, as shown in
goals. 1 Supporting MOV
Timeliness
4. Assessment 10. Designed, 22.50% Quality Designed, selected,
organized and used
and Reporting selected, diagnostic, formative and
organized and summative assessment
used diagnostic, strategies consistent with
formative and curriculum requirements as
shown in the Main MOV
summative with a rating of 7
assessment
strategies
consistent with
curriculum
requirements.
Applied teacher
management strategies of
learner behavior that
promote positive and non-
violent discipline as shown
in the MOV with a rating of
6 5
Submitted 3 COT rating
sheets/inter- observer
agreement forms, each
with 4 strategies as noted
in the comment section
Applied differentiated
teaching strategies to
address learner diversity
as shown in the Main MOV
with a rating of 6
Submitted 2 Main MOV
with 3 differentiated
teaching strategies as
observed in 2 lessons,
each with any 1 of the
Supporting MOV
Planned and implemented
developmentally
sequenced teaching and
learning process as shown
in the Main MOV with a
rating of 6
Submitted 3 Main MOV,
each with any 1 of the
Supporting MOV
Frequently participated in
LAC sessions/FGDs/
meetings to discuss
teacher/learner feedback
to enrich instruction as
shown in the MOV
submitted
Participated in 3 LAC
sessions/
FGDs/meetings on
teacher/learner feedback
as evidently shown in the
MOV submitted
Developed and used
varied teaching and
learning resources,
including ICT, to address
learning goals as shown in
the Main MOV with a rating
of 6
Submitted 1 Main MOV
with 3 varied teaching and
learning resources,
including ICT, as shown in
1 Supporting MOV
Designed, selected,
organized and used
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements as
shown in the Main MOV
with a rating of 6
Applied teacher
management strategies of
learner behavior that
promote positive and non-
violent discipline as shown
in the MOV with a rating of
Submitted 2 COT rating
sheets/inter- observer
agreement forms, each
with 4 strategies as noted
in the comment section
Applied differentiated
teaching strategies to
address learner diversity
as shown in the Main MOV
with a rating of 5
Submitted 2 Main MOV
with 2 differentiated
teaching strategies as
observed in 2 lessons,
each with any 1 of the
Supporting MOV
Planned and implemented
developmentally
sequenced teaching and
learning process as shown
in the Main MOV with a
rating of 5
Submitted 2 Main MOV,
each with any 1 of the
Supporting MOV
Occasionally participated
in LAC sessions/FGDs/
meetings to discuss
teacher/learner feedback
to enrich instruction as
shown in the MOV
submitted
Participated in 2 LAC
sessions/
FGDs/meetings on
teacher/ learner feedback
as evidently shown in the
MOV submitted
Developed and used
varied teaching and
learning resources,
including ICT, to address
learning goals as shown in
the Main MOV with a rating
of 5
Submitted 1 Main MOV
with 2 varied teaching and
learning resources,
including ICT, as shown in
1 Supporting MOV
Designed, selected,
organized and used
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements as
shown in the Main MOV
with a rating of 5
Applied teacher No acceptable evidence
management strategies of was shown
learner behavior that
promote positive and non-
violent discipline as shown
in the MOV with a rating of
4
Submitted 1 COT rating No acceptable evidence
sheet/inter- observer was shown
agreement form with any 1
of the given strategies as
noted in the comment
section
Applied differentiated No acceptable evidence
teaching strategies to was shown
address learner diversity
as shown in the Main MOV
with a rating of 4
Submitted 1 Main MOV No acceptable evidence
with 1 differentiated was shown
teaching strategy as
observed in 1 lesson with
any 1 of the Supporting
MOV
Planned and implemented No acceptable evidence
developmentally was shown
sequenced teaching and
learning process as shown
in the Main MOV with a
rating of 4
Submitted 1 Main MOV No acceptable evidence
with any 1 of the was shown
Supporting MOV
Rarely participated in LAC No acceptable evidence
sessions/FGDs/ meeting to was shown
discuss teacher/learner
feedback to enrich
instruction as shown in the
MOV submitted
Participated in 1 LAC No acceptable evidence
session/FGD/ meeting on was shown
teacher/ learner feedback
as evidently shown in the
MOV submitted
Developed and used No acceptable evidence
varied teaching and was shown
learning resources,
including ICT, to address
learning goals as shown in
the Main MOV with a rating
of 4
Submitted 1 Main MOV No acceptable evidence
with 1 teaching and was shown
learning resource,
including ICT, as shown in
1 Supporting MOV
Designed, selected, No acceptable evidence
organized and used was shown
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements as
shown in the Main MOV
with a rating of 4
 and Reporting selected,
organized and
used diagnostic,
formative and
summative
assessment Efficiency Submitted 1 Main MOV
strategies with 4 varied assessment
consistent with strategies as shown in any
curriculum Supporting MOV
requirements. Timeliness
11. Monitored and Quality Consistently monitored
and evaluated learner
evaluated learner progress and achievement
progress and using learner attainment
achievement data as shown in the MOV
using learner submitted
attainment data. Efficiency Submitted 4 different kinds
of acceptable MOV
Timeliness Submitted MOV were
distributed across 4
quarters
12. Quality Consistently showed
prompt and clear
Communicated communication of the
promptly and learners’ needs, progress
clearly the and achievement to key
learners’ needs, stakeholders, including
parents/ guardians as
progress and shown in the MOV
achievement to submitted
key stakeholders, Efficiency Submitted 4 different kinds
including of acceptable MOV
parents/guardians Timeliness Submitted MOV were
distributed across 4
. quarters
5. Plus Factor 13. Performed 10% Quality Consistently performed
various related
various related work/activities that
works/activities contribute to the teaching
that contribute to learning process as shown
the teaching- in the MOV submitted
learning process. Efficiency Submitted 4 different kinds
of acceptable MOV
Timeliness

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

Ratee Rater
Submitted 1 Main MOV Submitted 1 Main MOV Submitted 1 Main MOV No acceptable evidence
with 3 varied assessment with 2 varied assessment with 1 assessment strategy was shown
strategies as shown in any strategies as shown in any as shown in any
Supporting MOV Supporting MOV Supporting MOV

Frequently monitored and Occasionally monitored Rarely monitored and No acceptable evidence
evaluated learner progress and evaluated learner evaluated learner progress was shown
and achievement using progress and achievement and achievement using
learner attainment data as using learner attainment learner attainment data as
shown in the MOV data as shown in the MOV shown in the MOV
submitted submitted submitted
Submitted 3 different kinds Submitted 2 different kinds Submitted any 1 of the No acceptable evidence
of acceptable MOV of acceptable MOV acceptable MOV was shown
Submitted MOV were Submitted MOV were Submitted MOV was No acceptable evidence
distributed across 3 distributed across 2 completed in only 1 quarter was shown
quarters quarters
Frequently showed prompt Occasionally showed Rarely showed prompt and No acceptable evidence
and clear communication prompt and clear clear communication of was shown
of the learners’ needs, communication of the the learners’ needs,
progress and achievement learners’ needs, progress progress and achievement
to key stakeholders, and achievement to key to key stakeholders,
including parents/ stakeholders, including including parents/
guardians as shown in the parents/ guardians as guardians as shown in the
MOV submitted shown in the MOV MOV submitted
submitted
Submitted 3 different kinds Submitted 2 different kinds Submitted any 1 of the No acceptable evidence
of acceptable MOV of acceptable MOV acceptable MOV was shown
Submitted MOV were Submitted MOV were Submitted MOV was No acceptable evidence
distributed across 3 distributed across 2 completed in only 1 quarter was shown
quarters quarters
Frequently performed Occasionally performed Rarely performed various No acceptable evidence
various related various related related work/activities that was shown
work/activities that work/activities that contribute to the teaching
contribute to the teaching contribute to the teaching learning process as shown
learning process as shown learning process as shown in the MOV submitted
in the MOV submitted in the MOV submitted
Submitted 3 different kinds Submitted 2 different kinds Submitted any 1 of the No acceptable evidence
of acceptable MOV of acceptable MOV acceptable MOV was shown

RATING FOR OVERALL ACCOMPLISHMENTS

Rater Approving Authority

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

1. Sets personal goals and directions, needs and development.

2. Undertakes personal actions and behavior that are clear and purposive and takes into account
personal goals and values congruent to that of the organization.

3. Displays emotional maturity and enthusiasm for and is challenged by higher goals.
0
4. Prioritizes work tasks and schedules (through Gantt chants, checklists, etc.) to achieve goals.

5. Sets high quality, challenging, realistic goals for self and others.

Professionalism and Ethics

1. Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards
for Public Officials and Employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking into account the impact of his/her
actions and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good 0
grooming and communication.

4. Makes personal sacrifices to meet the organization’s needs.

5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve system and
help others improve their effectiveness.
Results Focus

1. Achieves results with optimal use of time and resources most of the time.

2. Avoids rework, mistakes and wastage through effective work methods by placing organizational
needs before personal needs.

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.
0
4. Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on
new or more precise ways of meeting goals set.

5. Makes specific changes in the system or in own work methods to improve performance. Examples
may include doing something better, faster, at a lower cost, more efficiently, or improving quality,
customer satisfaction, morale, without setting any specific goal.

Note: The assessment in the demonstration of competencies shall not be reflected in the final rating. These competencies are monitored to inform profess
ART II: COMPETENCIES
the performance cycle.

Teamwork

1. Willingly does his/her share of responsibility.

2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the
organization.

3. Applies negotiation principles in arriving at win-win agreements.

0
4. Drives consensus and team ownership of decisions.

5. Works constructively and collaboratively with others and across organizations to accomplish
organization goals and objectives.
Service Orientation

1. Can explain and articulate organizational directions, issues and problems.

2. Takes personal responsibility for dealing with and/or correcting customer service issues and
concerns.

3. Initiates activities that promote advocacy for men and women empowerment.
0
4. Participates in updating office vision, mission, mandates and strategies based on DepEd strategies
and directions.
5. Develops and adopts service improvement program through simplified procedures that will further
enhance service delivery.
Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes
and suggests better ways to do things (cost and/or operational efficiency).
2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal
productivity to create higher value and results.

3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions. 0
4. Translates creative thinking into tangible changes and solutions that improve the work unit and
organization.

5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability
to succeed with minimal resources.

ting. These competencies are monitored to inform professional development plans (DepEd Order No. 2, s. 2015, p. 9).
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPC
Teacher I-III, SPET I-IV, Special Science Teacher I-II (Proficient

Name of Employee: Name of Rater:

Position: Position:
Bureau/Center/Service/Division: - Date of Review:
Rating Period:

PART III. SUMMARY OF RATINGS FOR DISCUSSION

Weight per Numerical Ratings
KRA Objectives Weight per
Objective
KRA Q E
Objective 1 7.5% 0 0
KRA 1 22.5% Objective 2 7.5% 0 0
Objective 3 7.5% 0 0
Objective 4 7.5% 0 0
KRA 2 22.5% Objective 5 7.5% 0 0
Objective 6 7.5% 0 0
Objective 7 7.5% 0 0
KRA 3 22.5% Objective 8 7.5% 0 0
Objective 9 7.5% 0 0
Objective 10 7.5% 0 0
KRA 4 22.5% Objective 11 7.5% 0 0
Objective 12 7.5% 0 0
Plus Factor 10% Objective 13 10% 0 0

FINAL PERFORMANCE
Accomplishments of KRAs and Objectives
RESULTS

Ratee Rater
REVIEW FORM (IPCRF) SUMMARY SHEET
Teacher I-II (Proficient Teacher)

Name of Rater:
Position:
Date of Review:

GS FOR DISCUSSION
umerical Ratings Adjectival
Score
T Ave Rating
0.000 0.000 Poor
0 0.000 0.000 Poor
0.000 0.000 Poor
0.000 0.000 Poor
0.000 0.000 Poor
0.000 0.000 Poor
0.000 0.000 Poor
0.000 0.000 Poor
0.000 0.000 Poor
0.000 0.000 Poor
0 0.000 0.000 Poor
0 0.000 0.000 Poor
0.000 0.000 Poor
Final Rating 0.000
Adjectival Rating Poor

Approving Authority
 PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs (Recommended Developmental Intervention)
Learning Objectives
A. Functional Competencies

B. Core Behavioral Competencies

Feedback:

RATEE RATER
DEVELOPMENT PLANS

Action Plan
ded Developmental Intervention) Timeline Resources Needed
Intervention

RATER APPROVING AUTHORITY