IPCRF R

Teacher I-III, S

PART 1: INDIVIDUAL PERFOR

Name of Employee: TABASA, CHRISTAL A. Rater:

Position: Teacher I Position:

Employee ID #: 4658918 Date of Review:

Employment Status: Regular Permanent Rating Period:

Age: 25-30

Sex: Female Number of Years in Teachin

Level Taught: Junior High School

Highest Degree Obtaine
Grade Level Taught: Multigrade
Subject Taught: Araling Panlipunan Area of Specializatio
COT 1
Weight COT
Weight
KRA Objectives per Indicator Araling Panlipunan
per KRA Objective No.
 IPCRF Rating Encoding Form
Teacher I-III, SPET I-IV (Proficient Teacher)

NDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM

Rater: PEREZ, MIRASOL B. Region:

Position: Master Teacher I Division:

Date of Review: 2020-05-29 District/Municipality:

Rating Period: SY 2019-2020 School ID:

School Name:

Number of Years in Teaching: 4-10 years School Type:

Bachelor's Degree School Size:

Highest Degree Obtained:
Curricular Classification:

Area of Specialization: Mathematics Encoding Status:

COT 2 COT 3 COT 4
IPCRF Numerical Rati
Araling Panlipunan Araling Panlipunan Araling Panlipunan Ave
 VIII - Eastern Visayas

Ormoc City

4th

303662

VALENCIA NATIONAL HIGH SCHOOL

Rural

Large

Grade 7-10; Grade 11-12

LOCKED

CRF Numerical Ratings

Adjectival
Score
Rating
 Weight COT
Weight
KRA Objectives per Indicator
per KRA Objective No. RPMS 5-
Rating
pt Scale
Objective 1 7.5% 1 7 5
KRA 1 22.5% Objective 2 7.5% 2 7 5
Objective 3 7.5% 3 7 5
Objective 4 7.5% 4 7 5
KRA 2 22.5% Objective 5 7.5% 5 7 5
Objective 6 7.5% 6 7 5
Objective 7 7.5% 7 7 5
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: 2019-07-25
 Ave
RPMS 5- RPMS 5- RPMS 5-
Rating Rating Rating Q E
pt Scale pt Scale pt Scale
7 5 7 5 7 5 5.000 5 5
7 5 7 5 7 5 5.000 5 5
7 5 7 5 7 5 5.000 5 5
7 5 7 5 7 5 5.000 5 4
7 5 7 5 7 5 5.000 5 4
6 4 4.500 5 4
7 5 7 5 7 5 5.000 5 4
5 5
7 5 5.000 5 4
7 5 5.000 5 5
4 4
4 5
4 4
2019-08-25 2019-11-08 2020-03-02 Final

Adjectival

Approving Authority:

GORON, MA. ETHEL B.

Head Teacher III

 Adjectival
Score
Rating
T Ave

5.000 0.375 Outstanding

5.000 0.375 Outstanding
5.000 0.375 Outstanding
4.500 0.337 Outstanding
4.500 0.337 Outstanding
4.500 0.337 Outstanding
4.500 0.337 Outstanding
5.000 0.375 Outstanding
4.500 0.337 Outstanding
5.000 0.375 Outstanding
4 4.000 0.300 Very Satisfactory
4 4.333 0.325 Very Satisfactory
4.000 0.400 Very Satisfactory
Final Rating 4.585

Adjectival Rating Outstanding

 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
 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
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.
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

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.
resources most of the time. 1. Examines the root cause of problems and sug
ideas, processes and suggests better ways to
efficiency).

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
of problems and suggests effective solutions. Foster new
gests better ways to do things (cost and/or operational

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: TABASA, CHRISTAL A.

Position: Teacher I

Bureau/Center/Service/Division: VALENCIA NATIONAL HIGH SCHOOL - Ormoc City

Rating Period: SY 2019-2020

TO BE FILLED OUT DURING PLANNING

Performance Indica
Weight
MFOs KRAs Objectives Timeline Outstanding
per KRA QET
5
Basic 1. Content 1. Applied SY 2019- 22.50% Quality Showed knowledge of
content and its integration
Education Knowledge and knowledge of 2020 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 SY 2019- Quality Facilitated using different
teaching strategies that
of teaching 2020 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 SY 2019- Quality Used different teaching
strategies that develop
range of teaching 2020 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 SY 2019- 22.50% Quality Used classroom
management strategies
Environment and classroom 2020 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: PEREZ, MIRASOL B.

Position: Master Teacher I

- Ormoc City Date of Review: May 29, 2020

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 Showed knowledge of
content and its integration content and its integration content and its integration was shown content and its integration
within and across subject 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 areas as shown in the
Main MOV with a rating of Main MOV with a rating of Main MOV with a rating of Main MOV with a rating of
6 5 4 7 5 5
Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence Submitted 4 Main MOV,
each with any 1 of the each with any 1 of the with any 1 of the was shown each with any 1 of the
Supporting MOV 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
teaching strategies that
promote reading, writing
and/or numeracy skills as
shown in the Main MOV
with a rating of 4
Submitted 1 Main MOV
with any 1 of the
Supporting MOV
No acceptable evidence Facilitated using different
was shown teaching strategies that
promote reading, writing
and/or numeracy skills as
shown in the Main MOV
with a rating of 7 5 5
No acceptable evidence Submitted 4 Main MOV,
was shown 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
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
strategies that develop
critical and/or creative
thinking, as well as other
HOTS as shown in the
Main MOV with a rating of
4 7
Submitted 1 Main MOV
with any 1 of the
Supporting MOV
No acceptable evidence Used different teaching
was shown strategies that develop
critical and/or creative
thinking, as well as other
HOTS as shown in the
Main MOV with a rating of 5 5
No acceptable evidence Submitted 4 Main MOV,
was shown each with any 1 of the
Supporting MOV

Used classroom
management strategies
that engage learners in
activities/ tasks as shown
in the Main MOV with a
rating of 6
Used classroom
management strategies
that engage learners in
activities/ tasks as shown
in the Main MOV with a
rating of 5
Used classroom
management strategies
that engage learners in
activities/ tasks as shown
in the Main MOV with a
rating of 4
No acceptable evidence Used classroom
was shown management strategies
that engage learners in
activities/ tasks as shown
in the Main MOV with a
rating of 7

5 4
Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence Submitted 3 Main MOV,
each with any 1 of the each with any 1 of the with any 1 of the was shown each with any 1 of the
Supporting MOV Supporting MOV Supporting MOV Supporting MOV
 P

URING EVALUATION

Rating
Score

Ave

5.000 0.375

5.000 0.375

5.000 0.375

4.500 0.337
 5. Managed SY 2019- Quality Applied teacher
management strategies of
learner behavior 2020 learner behavior that
constructively by promote positive and non-
applying positive violent discipline as shown
and non-violent in the MOV with a rating of
7
discipline to
Efficiency Submitted 4 COT rating
ensure learning- sheets/inter- observer
focused agreement forms, each
environments. with 4 strategies as noted
in the comment section

Timeliness
6. Used SY 2019- Quality Applied differentiated
teaching strategies to
differentiated, 2020 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, SY 2019- 22.50% Quality Planned and implemented
developmentally
and Planning managed and 2020 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 SY 2019- Quality Consistently participated in
LAC sessions/FGDs/
collegial 2020 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, SY 2019- Quality Developed and used
varied teaching and
developed, 2020 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, SY 2019- 22.50% Quality Designed, selected,
organized and used
and Reporting selected, 2020 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
management strategies of
learner behavior that
promote positive and non-
violent discipline as shown
in the MOV with a rating of
4 7
Submitted 1 COT rating
sheet/inter- observer
agreement form with any 1
of the given 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 4
Submitted 1 Main MOV
with 1 differentiated
teaching strategy as
observed in 1 lesson 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 4
Submitted 1 Main MOV
with any 1 of the
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
session/FGD/ meeting 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 4
Submitted 1 Main MOV
with 1 teaching and
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
No acceptable evidence Applied teacher
was shown management strategies of
learner behavior that
promote positive and non-
violent discipline as shown
in the MOV with a rating of
No acceptable evidence Submitted 3 COT rating 5 4
was shown sheets/inter- observer
agreement forms, each
with 4 strategies as noted
in the comment section
No acceptable evidence Applied differentiated
was shown teaching strategies to
address learner diversity
as shown in the Main MOV
with a rating of 7
No acceptable evidence Submitted 2 Main MOV
was shown with 3 differentiated 5 4
teaching strategies as
observed in 2 lessons,
each with any 1 of the
Supporting MOV
No acceptable evidence Planned and implemented
was shown developmentally
sequenced teaching and
learning process as shown
in the Main MOV with a
rating of 7
No acceptable evidence Submitted 3 Main MOV,
was shown each with any 1 of the 5 4
Supporting MOV
Consistently participated in
LAC sessions/FGDs/
meetings to discuss
teacher/learner feedback
to enrich instruction as
shown in the MOV
submitted
No acceptable evidence Participated in 4 LAC 5 5
was shown sessions/
FGDs/meetings on
teacher/ learner feedback
as evidently shown in the
MOV submitted
No acceptable evidence Developed and used
was shown varied teaching and
learning resources,
including ICT, to address
learning goals as shown in
the Main MOV with a rating
of 7 5 4
No acceptable evidence Submitted 1 Main MOV
was shown 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 7
5 5
4.500 0.337

4.500 0.337

4.500 0.337

5.000 0.375

4.500 0.337

5.000 0.375
 and Reporting selected, 2020
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 SY 2019- Quality Consistently monitored
and evaluated learner
evaluated learner 2020 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. SY 2019- Quality Consistently showed
prompt and clear
Communicated 2020 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 SY 2019- 10% Quality Consistently performed
various related
various related 2020 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

TABASA, CHRISTAL A. PEREZ, MIRASOL B.

Ratee Rater

Submitted 1 Main MOV
with 3 varied assessment
strategies as shown in any
Supporting MOV
5 5
Submitted 1 Main MOV Submitted 1 Main MOV No acceptable evidence Submitted 1 Main MOV
with 2 varied assessment with 1 assessment strategy was shown with 4 varied assessment
strategies as shown in any as shown in any strategies as shown in any
Supporting MOV Supporting MOV Supporting MOV

Frequently monitored and Occasionally monitored Rarely monitored and No acceptable evidence Frequently monitored and
evaluated learner progress and evaluated learner evaluated learner progress was shown evaluated learner progress
and achievement using progress and achievement and achievement using and achievement using
learner attainment data as using learner attainment learner attainment data as learner attainment data as
shown in the MOV data as shown in the MOV shown in the MOV shown in the MOV
submitted submitted submitted submitted 4 4 4
Submitted 3 different kinds Submitted 2 different kinds Submitted any 1 of the No acceptable evidence Submitted 3 different kinds
of acceptable MOV of acceptable MOV acceptable MOV was shown of acceptable MOV
Submitted MOV were Submitted MOV were Submitted MOV was No acceptable evidence Submitted MOV were
distributed across 3 distributed across 2 completed in only 1 quarter was shown distributed across 3
quarters quarters quarters
Frequently showed prompt Occasionally showed Rarely showed prompt and No acceptable evidence Frequently showed prompt
and clear communication prompt and clear clear communication of was shown and clear communication
of the learners’ needs, communication of the the learners’ needs, of the learners’ needs,
progress and achievement learners’ needs, progress progress and achievement progress and achievement
to key stakeholders, and achievement to key to key stakeholders, to key stakeholders,
including parents/ stakeholders, including including parents/ including parents/
guardians as shown in the parents/ guardians as guardians as shown in the guardians as shown in the
MOV submitted shown in the MOV MOV submitted MOV submitted 4 5 4
submitted
Submitted 3 different kinds Submitted 2 different kinds Submitted any 1 of the No acceptable evidence Submitted 4 different kinds
of acceptable MOV of acceptable MOV acceptable MOV was shown of acceptable MOV
Submitted MOV were Submitted MOV were Submitted MOV was No acceptable evidence Submitted MOV were
distributed across 3 distributed across 2 completed in only 1 quarter was shown distributed across 3
quarters quarters quarters
Frequently performed Occasionally performed Rarely performed various No acceptable evidence Frequently performed
various related various related related work/activities that was shown various related
work/activities that work/activities that contribute to the teaching work/activities that
contribute to the teaching contribute to the teaching learning process as shown contribute to the teaching
learning process as shown learning process as shown in the MOV submitted learning process as shown
in the MOV submitted in the MOV submitted in the MOV submitted
4 4
Submitted 3 different kinds Submitted 2 different kinds Submitted any 1 of the No acceptable evidence Submitted 3 different kinds
of acceptable MOV of acceptable MOV acceptable MOV was shown of acceptable MOV

RATING FOR OVERALL ACCOMPLISHMENTS Outstanding

PEREZ, MIRASOL B. GORON, MA. ETHEL B.

Rater Approving Authority
 5.000 0.375

4.000 0.300

4.333 0.325

4.000 0.400

Outstanding 4.585
 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: TABASA, CHRISTAL A. Name of Rater:

Position: Teacher I Position:
Bureau/Center/Service/Division: Date
VALENCIA NATIONAL HIGH SCHOOL - Ormoc of Review:
City
Rating Period: SY 2019-2020

PART III. SUMMARY OF RATINGS FOR DISCUSSION

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

FINAL PERFORMANCE
Accomplishments of KRAs and Objectives
RESULTS

TABASA, CHRISTAL A. PEREZ, MIRASOL B.

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

Name of Rater: PEREZ, MIRASOL B.

Position: Master Teacher I
Date of Review: May 29, 2020

GS FOR DISCUSSION
umerical Ratings Adjectival
Score
T Ave Rating
5.000 0.375 Outstanding
0 5.000 0.375 Outstanding
5.000 0.375 Outstanding
4.500 0.337 Outstanding
4.500 0.337 Outstanding
4.500 0.337 Outstanding
4.500 0.337 Outstanding
5.000 0.375 Outstanding
4.500 0.337 Outstanding
5.000 0.375 Outstanding
4 4.000 0.300 Very Satisfactory
4 4.333 0.325 Very Satisfactory
4.000 0.400 Very Satisfactory
Final Rating 4.585
Adjectival Rating Outstanding

GORON, MA. ETHEL B.

Approving Authority
 PART IV: DEVELOPMENT PLANS

Strengths
A. Functional Competencies
Develop and used varied
teaching & learning
resources, including ICT, to
address learning goals as
shown in the Main MOV with
a rating of 7
Development Needs
Occasionally shown prompt
and clear communication of
the learner's needs, progresss
and achievement to key
stockholders including
parents/guardians as shown
in the MOV submitted.
Action Plan
(Recommended Developmental Intervention)
Learning Objectives
Communicate promptly and
clearly the communication of
the learner's needs, progress
and achievement to key
stockholders including
parents/guardian.

B. Core Behavioral Competencies

Self-Management Results-Focus Double-check outputs
Professionalism & Ethics before submitting or
Innovations sending

Feedback:

TABASA, CHRISTAL A. PEREZ, MIRASOL B.

DEVELOPMENT PLANS

Action Plan
ded Developmental Intervention) Timeline Resources Needed
Intervention

Home visitation Creating Year-round Internet, TG, CG,ICT

Group Chat

Year-round

PEREZ, MIRASOL B. GORON, MA. ETHEL B.

RATEE RATER
RATER APPROVING AUTHORITY