Name of Employees: IRFA L.

GAMAYAN Rater:
Position: Teacher I Position:
Employee ID No: 4822853 Date of Review:
Employment Status: Regular Permanent Rating Period:
Age: 42
Sex: Female Number of Years in Teaching:
Level Taught: Grade IV Highest Degree Obtained:
Grade level Taught: Grade IV
Subject Taught: Area of Specialization

COT 1 COT 2
Weight per COT
Weight per Indicator
KRA Objectives
KRA Objective Number RPMS
Rating Rating
5-pt Scale
Objective 1 8.0% 1
KRA 1 Objective 2 8.0%
Objective 3 8.0%
Objective 4 8.0%
KRA 2 Objective 5 8.0% 2
Objective 6 8.0%
Objective 7 8.0% 3
KRA 3
Objective 8 8.0%
Objective 9 8.0%
KRA 4 Objective 10 8.0%
Objective 11 8.0%
Plus Factor Objective 12 12.0%
Date Observed
 EDNA L. OLIVER Region: V
School Principal I Division: Camarines Sur
District/Municipality: Bato
School Name: Dr. Heracleo A. Guballa ES
School ID: 112370
4 years 10 months School Type:
Bachelors Degree School Small:
Curr. Classification:

COT 2
IPCRF Numerical Ratings
Ave Score Adjectival Rating
RPMS Q E T Average
5-pt Scale
0
0
0
0
0
0
0
0
0
0
0
0
Final Rating 0
Adjectival Rating Poor
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teac
Name of Employee: IRFA L. GAMAYAN Name of Rater: E
Position: Teacher I Position: S
Bureau/Center/Service/Division: Date of Review:
Rating Period: 0

TO BE FILLED OUT DURING PLANNING

Performance Indicators
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory
QET
(5) Satisfactory (4) (3) (2)
Basic Education 1. Content 1. Applied Quality Demonstrated Demonstrated Demonstrated Demonstrated
Services Knowledge and knowledge of Level 7 in Objective Level 6 in Objective Level 5 in Objective Level 5 in Objective
Pedagogy content within and 1 as shown in COT 1 as shown in COT 1 as shown in COT 1 as shown in COT
across curriculum rating rating rating rating
teaching areas. sheets/interobserve sheets/interobserve sheets/interobserve sheets/interobserve
r agreement forms r agreement forms r agreement forms r agreement forms
8.0%

Efficiency
Timeliness
Basic Education 2. Ensured Quality Ensured that the Ensured that the Ensured that the Ensured that ICT
Services the positive ICT used redefine ICT used augment ICT used modify are used but do not
use of ICT to and transform and enrich learning processes and create a new
facilitate the learning experiences and improve learning learning experience
teaching and experiences and are documented experiences and and/or are
learning are documented properly and are documented documented
process properly and consistently using properly and but not consistent
consistently using any referencing consistently with one
8.0% any referencing style as shown in using any referencing style as
style as shown in the submitted referencing shown in the
the submitted learning material style as shown submitted learning
learning material in the submitted material
learning material

Efficiency
Timeliness

Performance Indicators
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory
QET
(5) Satisfactory (4) (3) (2)
Basic Education 1. Content 3. Applied a Quality Applied teaching Applied Applied Applied
Services Knowledge and range of strategies that teaching teaching teaching
Pedagogy teaching challenge strategies that strategies that strategies that
strategies to learners to require require lead learners
develop draw learners to learners to along a single
critical and conclusions make describe and path of inquiry
creative and justify their connections explain ideas and/or to
thinking, as thinking or put using ideas learned as simple recall
well as other parts together learned as shown in the and rote
8.0%
higher-order to promote shown in the submitted memorization
thinking deeper submitted learning of concepts as
skills understanding of learning material shown in the
ideas learned as material submitted
shown in the learning
Efficiency

Timeliness
Basic Education 2. Diversity of 4. Established Quality Utilized effective Utilized effective Utilized an Utilized a
Services Learners & a learnercentered teaching teaching effective teaching
Assessment culture by strategies that strategies that teaching strategy or
and Reporting using teaching are appropriate are appropriate strategy that is strategies that
strategies that in responding to in responding to appropriate in partially
respond to learners’ learners’ responding to respond to
their linguistic, linguistic, cultural, linguistic, learners’ learners’
cultural, socioeconomic, cultural, linguistic, linguistic,
socioeconomic or religious socioeconomic, cultural, cultural,
and religious 8.0% backgrounds at or religious socioeconomic, socioeconomic,
backgrounds an individual backgrounds at a or religious or religious
level* as shown group level* as backgrounds backgrounds as
 cultural, socioeconomic, cultural, linguistic, linguistic,
socioeconomic or religious socioeconomic, cultural, cultural,
and religious 8.0% backgrounds at or religious socioeconomic, socioeconomic,
backgrounds an individual backgrounds at a or religious or religious
level* as shown group level* as backgrounds backgrounds as
in the submitted shown in the as shown in shown in the
learning material submitted the submitted submitted
learning material learning learning
Efficiency material material

Timeliness
Basic Education 5. Planned and Quality Demonstrated Demonstrated Demonstrated Demonstrated
Services delivered teaching Level 7 in Level 6 in Level 5 in Level 4 in
strategies that are Objective 5 as Objective 5 as Objective 5 as Objective 5 as
responsive to the shown in COT shown in COT shown in COT shown in COT
special rating rating rating rating
educational needs sheets/interobserve sheets/interobserve sheets/interobserve sheets/interobserve
of learners in r r r r
difficult agreement forms agreement forms agreement forms agreement forms
circumstances*,
including:
geographic
isolation; chronic
illness; 8.0%
displacement due
to armed conflict,
urban
resettlement or
disasters; child
abuse and child
labor practices
Efficiency

Timeliness

Performance Indicators
MFOs KRAs Objectives Timeline Weight
QET Outstanding Very Satisfactory Unsatisfactory
(5) Satisfactory (4) (3) (2)
Basic Education 2. Diversity of 6. Used Quality Provided learners learners with Provided Provided
Services Learners & strategies for with accurate, accurate, and learners with learners with
Assessment providing and specific and specific accurate, and inaccurate
constructive MOV
and Reporting timely, accurate directed general and/or
MOV
feedback as submitted
and constructive constructive destructive
submitted
shown in the shows MOV submitted
constructive 8.0% feedback* as feedback feedback
MOV submitted shows
evidence feedback shows
feedback to shown in the as shown in as shown in the
shows feedback feedback
submitted given within feedback given
improve learner evidence the evidence evidence
given within 5 given within 11-20 beyond 20
performance submitted submitted submitted
Efficiency working days 6-10 working working days working days
from days from from from
Timeliness submission** submission** submission** submission**
Basic Education 3. Curriculum 7. Selected, Quality Demonstrated Demonstrated Demonstrated Demonstrated
Services and Planning developed, Level 7 in Objective Level 6 in Objective Level 5 in Objective Level 4 in Objective
organized 7 as shown in COT 7 as shown in COT 7 as shown in COT 7 as shown in COT
and used rating sheets rating sheets rating sheets rating sheets
appropriate /interobserver /interobserver /interobserver /interobserver
teaching and agreement forms agreement forms agreement agreement forms
learning 8.0% forms
resources,
including ICT,
to address
learning
goals Efficiency
Timeliness

Performance Indicators
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory
QET
(5) Satisfactory (4) (3) (2)
Basic Education 3. Curriculum 8. Set Quality All of the Majority of Half of the Less than half
Services and Planning achievable and learning the learning learning of the learning
appropriate outcomes set outcomes set outcomes set outcomes set
learning are aligned are aligned are aligned are aligned with
outcomes that with the with the with the the learning
are aligned competencies
 appropriate outcomes set
learning are aligned with
outcomes that with the with the with the the learning
are aligned learning learning learning competencies
with learning 8.0% competencies competencies competencies as shown in the
competencies as shown in as shown in as shown in MOV submitted
the MOV the MOV the MOV
submitted submitted submitted
Efficiency
Timeliness
Basic Education 4. Community 9. Built Quality Sustained Secured Communicated Communicated
Services Linkages and relationships engagement collaboration with and with parents/
Professional with parents/ with parents/ with parents/ obtained guardians and/or
Engagement & guardians guardians guardians response from wider school
Personal and the wider and/or wider and/or wider parents/ community to
Growth and school school school guardians and/or facilitate
Professional community to community to community to wider school involvement in
Development facilitate 8.0% facilitate facilitate community to the educative
involvement involvement in involvement in facilitate process but
in the the educative the educative involvement in received no
educative Efficiency process
Submitted asany process
Submitted asany the educative
Submitted any 2 response/reply
Submitted any 1
process 4 of the 3 of the of the of the
acceptable acceptable acceptable acceptable
MOV* MOV* MOV* MOV
Timeliness

Performance Indicators
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory
QET
(5) Satisfactory (4) (3) (2)
Basic Education 4. Community 10. Participated Quality Participated in Participated in Participated in Participated in
Services Linkages and in professional any professional any professional any professional any
Professional networks to network/activity network/activity network/activity professional
Engagement & share that requires that requires that requires network/activity
Personal knowledge and output* and output* and output* to share that does not
Growth and to enhance proof of proof of knowledge and require output
Professional practice implementation implementation to enhance to share
Development ** within the ** within the practice as knowledge and
school to share department/ evidenced by to enhance
knowledge and grade level to the submitted practice as
8.0% to enhance share MOV evidenced by
practice as knowledge and the submitted
evidenced by to enhance MOV
the submitted practice as
MOV evidenced by
Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted any
different kinds different kinds different kinds 1 of the
of acceptable of acceptable of acceptable acceptable
MOV*** MOV*** MOV*** MOV

Timeliness
Basic Education 11. Developed a Quality Updated the Discussed Accomplishe Accomplished
Services personal Development progress on d the the Strengths
improvement Plan and the Development and
plan based on approved by Development Plan from Development
reflection of the rater during Plan with the learning Needs portion of
one’s practice Phase II of the rater to check objectives up the Development
and ongoing RPMS cycle whether to resources Plan after
professional Development needed to selfassessment at
learning Needs were address the beginning of
8.0% addressed Development the school year
Needs during
Submitted the Phase I of the
Efficiency Submitted the Submitted
RPMS cycle the Submitted the
IPCRF-DP with
IPCRF-DP with IPCRF-DP with IPCRF-DP with
any 3 of the
any 4 of the any 2 of the any 1 of the
acceptable
acceptable acceptable acceptable
Supporting
Supporting Supporting Supporting
MOV*
MOV* MOV* MOV
Timeliness

Performance Indicators

MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory

QET
(5) Satisfactory (4) (3) (2)
Basic Education 4. Assessment 12.Performed Quality Performed at Performed at Performed at Performed at
Services and Reporting various related least 1 related least 1 related least 1 related least 1 related
works/activities work/activity work/activity work/activity work/activity that
that contribute that contributed that contributed that contributed to
to the to the to the contributed to the
teachinglearning teachinglearning teachinglearning the teachinglearning
process process process within teachinglearning process
beyond the the school/ process within within the class
school/ Community the learning as evidenced by
Community Learning area/ submitted MOV
Learning Center (CLC) department as
12.0% Center (CLC) as evidenced evidenced by
as evidenced by submitted submitted
by submitted MOV MOV
MOV

Efficiency Submitted any Submitted any Submitted any Submitted any 1

4 of the 3 of the 2 of the of the
acceptable acceptable acceptable acceptable
MOV* MOV* MOV* MOV
Timeliness

ADJECTIVAL RATING EQUIVALENCIES

RANGE ADJECTIVAL RATING
4.500-5.000 Outstanding
3.500-4.499 Very Satisfactory
2.500-3.499 Satisfactory
1.500-2.499 Unsatisfactory IRFA L. GAMAYAN EDNA L. OLIVER
below 1.499 Poor Ratee Rater
ITMENT AND REVIEW FORM (IPCRF) for Teacher I-III
EDNA L. OLIVER
School Principal I
0

NING TO BE FILLED OUT DURING EVALUATION

Performance Indicators
Rating
Poor Actual Results Ave Score
(1) Q E T
Demonstrated
Level 3 in Objective 1
as shown in COT
rating sheets
/interobserver
agreement forms
or No acceptable
evidence was
shown

No acceptable 0 0.000 0.000

evidence was
shown

Performance Indicators
Rating
Poor Actual Results Ave Score
(1) Q E T
No acceptable 0 0.000 0.000
evidence was
shown

No acceptable 0 0.000 0.000

evidence was
shown
 No acceptable
evidence was
shown

Performance Indicators
Rating
Actual Results Ave Score
Poor
(1) Q E T
No evidence was 0 0 0.000 0
shown

No evidence was
shown
Demonstrated
Level 3 in Objective
7 as shown in COT
rating sheets
/interobserver
agreement forms
or No acceptable
evidence was
shown

Performance Indicators
Rating
Poor Actual Results Ave Score
(1) Q E T
No acceptable 0 0.000 0
evidence was
shown
 shown

No acceptable 0 0 0.000 0
evidence was
shown

No acceptable
evidence was
shown

Performance Indicators
Rating
Poor Actual Results Ave Score
(1) Q E T
No acceptable 0 0 0 0
evidence was
shown

No acceptable
evidence was
shown

No acceptable 0 0 0.000 0.000

evidence was
shown

No acceptable
evidence was
shown

Performance Indicators
Rating
Poor Actual Results Ave Score
(1) Q E T
 No acceptable 0 0 0 0
evidence was
shown

No acceptable
evidence was
shown

RATING FOR OVER-ALL

Poor 0.000
ACCOMPLISHMENTS

EDNA L. OLIVER JULIA O. JORNALES, Ed.D

Rater Approving Authority
 PART II: COMPETENCIES
CORE BEHAVIORAL COMPETENCIES CORE SKILLS
Self-Management Teamwork Oral Communication

1 Sets personal goals and direction, needs and development. 1 Willingly does his/her share of responsibility. 1 Follows instruction accurately.

2 Undertakes personal actions and behaviors 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.
4 Prioritizes work tasks and schedules (through Gantt charts, 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 of Conduct and
Ethical Standards for public officials and employees (RA 6713).
2 Practices ethical and professional behavior and conduct taking into account the
impact of his/her actions and decisions.
3 Maintains a professional image: being trustworthy, regularity of attendance and
punctuality, good grooming and communication.
4 Makes personal sacrifices to meet organization’s needs.
5 Acts with a sense of urgency and responsibility to meet organization’s needs,
improve systems and help others improve their effectiveness.
Result 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
of work in terms of usefulness/acceptability and completeness with no
supervision required.
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.
Promotes collaboration and removes barriers to teamwork and goal
2 accomplishment across the organization.
3 Applies negotiation principles in arriving at win-win agreements.
4 Drives consensus and team ownership of decisions.
5 Works constructively and collaboratively with others and across organizations to
accomplish organizational 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 promotes advocacy for men and women empowerment.
4 Participates in updating of office vision, mission, mandates and strategies based
on DepEd strategies and directions.
5 Develops and adopts service improvement programs through simplified
procedures that will further enhance service delivery.
Innovation
1 Computer/ICT Skills
Examines the root cause of problems and suggests effective solutions. Fosters
new ideas, processes, and suggests better ways to do things (cost and/or
operational efficiency).
2 given task with acceptable speed and accuracy and connects computer
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.
4 Translates creative thinking into tangible changes and solutions that improve
the work unit and organization.
5 5
Uses ingenious methods to accomplish responsibilities. Demonstrates
resourcefulness and the ability to succeed with minimal resources.
2 Expresses self clearly, fluently and accurately.
3 Uses appropriate medium for the message
4 Adjust communication styles to others.
5 Guides discussions between and among peers to meet an objective.
Written Communication
1
Knows the different written business communication formats used in DepEd.
2 Writes routine correspondence/communications, narrative and descriptive report
based on readily available information data with minimal spelling or grammatical
errors (e.g. memos, minutes, etc.)
3 Secures information from required references (i.e., Directories, schedules,
notices, instructions) for specific purposes.
4
Self-edits words, numbers, phonethic notation and content, if necessary.
5 Demonstrates clarity, fluency, impact, conciseness and effectiveness in his/her
written communications.
1 Prepares basic compositions (e.g., letters, reports, spreadsheets and graphics
presentation using Word Processing and Excel).
2 Identifies different computer parts, turns the computer on/off, and work on a
peripherals (e.g. printers, modems, multimedia projectors, etc.)
3 Prepares simple presentation using Powerpoint.
4
Utilizes technologies to: access information to enhance professional
productivity, assists in conducting research and communicate through local and
global professional networks.
Recommends appropriate and updated technology to enhance productivity and
professional practice.

OVERALL COMPETENCY RATINGS

CORE BEHAVIORAL COMPETENCIES 0.00

CORE SKILLS 0.00

OVERALL RATING 0.00

 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating Adjectival Rating

Accomplishment of KRAs and Objectives 0.000 Poor

Rater-Ratee Agreement

The signatures below confirm that the employee and his/her superior have agreed on the contents of this appraisal form and the performance rating.

Name of Employee Name of Superior

IRFA L. GAMAYAN EDNA L. OLIVER
Teacher I School Principal I
Signature Signature

Date Date
 PERFORMANCE MONITORING AND COACHING FORM
Critical Incidence Description Output Impact on Job Action Plan Signature of
Date
(Situation, Task & Action) (Result) (Outcome) (Reinforce/ Redirect) Ratee Rater
 EMPLOYEE FEEDBACK FORM
Action Plan
Strengths Development Needs (Recommended Developmental Timeline Resources Needed
Intervention)

Feedback:

Rater: Ratee: Approving Authority:

EDNA L. OLIVER IRFA L. GAMAYAN Name

School Principal I Teacher I Position
 PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs Timeline Resources Needed
(Recommended Developmental Intervention)

A. Teaching Competencies (PPST)

Objective 1, KRA 2
Objective, KRA 2
Managed classroom structure to engage
To use differentiated, developmentally
learners, individually or in groups, in
appropriate learning experiences to
meaningful exploration, discovery and
address learner’s gender, needs,
hands-on activities within a range of
strengths, interests and experiences.
physical learning environment.

Objective 1, KRA 5
Objective 1, KRA 1
To monitor and evaluate learner’s
To apply knowledge of content within and
progress and achievement using learner
across curriculum teaching areas
achievement data

Objective 3, KRA 4
Objective 1, KRA 5
To communicate promptly and clearly the
To perform various related works/
learners’ needs, progress and
activities that contribute to the teaching-
achievement to key stakeholders,
learning practice
including parents/guardians.

B. Behavioral Competencies (DepEd)

Professional and Ethics:
Makes personal sacrifices to meet the
organization’s needs.
Delivers error-free outputs cost of the time
by conforming to the standard operationg
procedures correctly and consistently.
Also to produce very satisfactory quality
work in terms of usefulness/ acceptability
and completeness with no supervision
required.

Ratee: Rater: Approving Authority

IRFA L. GAMAYAN EDNA L. OLIVER Julia O. Jornales

Teacher I School Principal 1 Public Schools District Supervisor