IPCRF Rating Encoding Form

Teacher I - III, SPET I-IV (Proficient Teacher)

PART 1: INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM

PRIVACY NOTICE:
By using this tools, you agree to authorize the Department of Education to collect, process, retain, and dispose your personal information in accordance
with the Data Privacy Act of 2012.

INSTRUCTIONS:
Part 1 shall be accomplished by the Rater during the Phase III: Performance Review and Evaluation of the RPMS Cycle.
Fill in empty cells (white) with needed information about the teacher, school and division.

COT Rating
Encode the COT rating per observation period by doing the following steps:
1) Select the subject for COT; 2) Input the COT rating per objective; and 3) Lock COT once finished.

QET Rating
Once all available COT ratings are inputted, encode your rating for Efficient and Timeliness.

Note: This form automatically transmutes the COT rating to its corresponding in the RPMS 5-point scale:

Name of Employee: NICOLAS, MIRIAM R. Rater: LUZON, ANA MARIA L. Region: NCR
Position: Teacher I Position: Master Teacher II Division: Navotas City
Employee ID #: 1234567 Date of Review: January 1, 2022 District/ Municipality: Navotas II
Employment Status: Regular Permanent Rating Period: September 2021 - July 2022 School ID: 136869
Age: 31-35 Number of Years in Teaching: 4-10 years School Name: Tanza Elementary School
Sex: Female School Type: Urban
Highest Degree Obtained: BEED with 18 MA units
Level Taught: Elementary School Size: Large
Grade Level Taught: Grade 3 Area of Specialization: SPED Curricular Classification: Kinder, Grade 1-6
Subject Taught: Others (Specify) All Subjects
Encoding Status:

COT/ COT 1 COT 2

Weight IPCRF Numerical Ratings
Weight per MOV
KRA per Objectives MOV Ave. Score Adjectival Rating
Objective Indicator
KRA RPMS 5-pts RPMS 5-pts
No. Rating Rating Q E T Ave.
Scale Scale
 Objective 1 5% COT 1 #VALUE! ### ### #VALUE! #VALUE!
KRA 1 15% Objective 2 5% 0.00 0.00 Poor
Objective 3 5% COT 2 #VALUE! ### ### #VALUE! #VALUE!
Objective 4 5% COT 3 #VALUE! ### ### #VALUE! #VALUE!
Objective 5 5% COT 4 #VALUE! ### ### #VALUE! #VALUE!
KRA 2 25% Objective 6 5% COT 5 #VALUE! ### ### #VALUE! #VALUE!
Objective 7 5% 6 #VALUE! 0.00 0.00 Poor
Objective 8 5% 7 #VALUE! 0.00 0.00 Poor
Objective 9 5% 8 #VALUE! 0.00 0.00 Poor
Objective 10 5% 9 #VALUE! 0.00 0.00 Poor
KRA 3 20%
Objective 11 5% 0.00 0.00 Poor
Objective 12 5% 0.00 0.00 Poor
Objective 13 5% 0.00 0.00 Poor
Objective 14 5% 0.00 0.00 Poor
Objective 15 5% 0.00 0.00 Poor
KRA 4 30%
Objective 16 5% 0.00 0.00 Poor
Objective 17 5% 0.00 0.00 Poor
Objective 18 5% 0.00 0.00 Poor
KRA 5 10% Objective 19 10% 0.00 0.00 Poor
Date Observed: Final Rating: #VALUE!
Adjectival Rating: #VALUE!

Approving Authority:

CABINBIN, PRECIOSA N.
Principal III

NOTE:
When COT and QET ratings are encoded, click Finalize Part
1. Give the file copy to the teacher concerned. The teacher shall
accomplish Part 2 and 4.
 PART 2: CORE BEHAVIORAL COMPETENCIES
INSTRUCTIONS:
Part 2 shall be accomplished by the Ratee after the Rater accomplishes Part 1.
Please tick the box of the competency indicators that you demonstrated during the performance cycle.
The result of your assessment can be found in the PART 2 sheet.

0 Self-Management 0 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 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.
2. Promotes collaboration and removes barrier to teamwork and
goal 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 organization goals and
objectives.

1 Professionalism and Ethics Service Orientation

1. Demonstrates the values and behavior enshrined in the Norms
1. Can explain and articulate organizational directions, issues
and Conduct and Ethical Standards for public officials and
and problems.
employees (RA 6713).

2. Practices ethical and professional behavior and conduct taking 2. Takes personal responsibility for dealing with and/or correcting
into account the impact of his/her actions and decisions. customer service issues and concerns.

3. Maintains a professional image: being trustworthy, regularity of 3. Initiates activities that promote advocacy for men and women
attendance and punctuality, good grooming and communication. empowerment.

4. Participates in updating office vision, mission, mandates and

4. Makes personal sacrifices to meet the organization’s needs.
strategies based on DEPED strategies and directions.
5. Act with a sense of urgency and responsibility to meet the
5. Develops and adopts service improvement program through
organization’s needs, improve system and help others improve
simplified procedures that will further enhance service delivery.
their effectiveness.
Results Focus Innovation
1. Examines the root cause of problems and suggests effective
1. Achieves results with optimal use of time and resources most
solutions. Foster new ideas, processes and suggests better ways
of the time.
to do things (cost and/ or operational efficiency).

2. Demonstrates an ability to think “beyond the box”.

2. Avoids rework, mistakes and wastage through effective work
Continuously focuses on improving personal productivity to
methods by placing organizational needs before personal needs.
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
3. Promotes a creative climate and inspires co-workers to
produce very satisfactory quality work in terms of
develop original ideas or solutions.
usefulness/acceptability and completeness with no supervision
required.

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

4. Translates creative thinking into tangible changes and
waste or inefficiency. May focus on new or more precise ways of
solutions that improve the work unit and organization.
meeting goals set.

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

to improve performance. Examples may include doing something 5. Uses ingenious methods to accomplish responsibilities.
better, faster, at a lower cost, more efficiently, or improving Demonstrates resourcefulness and the ability to succeed with
quality, customer satisfaction, morale, without setting any specific minimal resources.
goal.

NOTE:
Click Finalize Part 2 to save your data. You can now
proceed to the preparation of the Part IV: Development
Plan, based on the results of Part 1 and Part 2 of the
IPCRF.
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: NICOLAS, MIRIAM R. Name of Rater: LUZON, ANA MARIA L.

Position: Teacher I Position: Master Teacher II
Bureau/Center/Service/DivisTanza Elementary School-Navotas City Date of Review: January 1, 2022
Rating Period: September 2021 - July 2022

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

Performance Indicators Rating
Weight
Very Actual
MFOs KRAs Objectives Timeline per Score
QET Outstanding Satisfactory Satisfactory Unsatisfactory Poor Result Q E T Ave.
KRA
5 4 3 2 1
Basic 1. Content 1. Applied 15% Quality
Education Knowledge knowledge of
Services and Pedagogy content within and Demonstrated Level
across curriculum Demonstrated Demonstrated Demonstrated 3 in Objective 1 as
Demonstrated Level
teaching areas. Level 7 in Level 6 in Level 5 in shown in COT rating
4 in Objective 1 as
Objective 1 as Objective 1 as Objective 1 as sheets / inter-
shown in COT rating
shown in COT shown in COT shown in COT
sheets / inter-
observer agreement ### ### ###
rating sheets / rating sheets / rating sheets / forms
observer agreement
inter-observer inter-observer inter-observer or
forms
agreement forms agreement forms agreement forms No acceptable
evidence was shown

2. Used research- Quality

based knowledge
and principles of Used research- Used research- Used research- Use of research-
teaching and based knowledge based knowledge based knowledge based knowledge
learning to and/or principles of and/or principles and/or principles and/or principle of
teaching and of teaching and of teaching and teaching and
enhance
learning in all the learning in two learning in one learning is No acceptable
professional components of components of component of identified but was evidence was shown
0.00 0.00 0.00
practice instruction in the instruction in the instruction in the poorly used as
lesson plan to lesson plan to lesson plan to basis for planning /
improve student improve student improve student designing the
learning learning learning lesson

3. Displayed Quality
proficient use of
Mother Tongue, Demonstrated Level
Filipino and Demonstrated Demonstrated Demonstrated 3 in Objective 1 as
Demonstrated Level
English to facilitate Level 7 in Level 6 in Level 5 in shown in COT rating
4 in Objective 1 as
Objective 1 as Objective 1 as Objective 1 as sheets / inter-
teaching and shown in COT shown in COT shown in COT
shown in COT rating
observer agreement ### ### ###
learning sheets / inter-
rating sheets / rating sheets / rating sheets / forms
observer agreement
inter-observer inter-observer inter-observer or
forms
agreement forms agreement forms agreement forms No acceptable
evidence was shown
 TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
Performance Indicators Rating
Weight
Very Actual
MFOs KRAs Objectives Timeline per Score
QET Outstanding Satisfactory Satisfactory Unsatisfactory Poor Result Q E T Ave.
KRA
5 4 3 2 1
Basic 2. Learning 4. Used effective 25% Quality
Education Environment verbal and non-
Services verbal classroom Demonstrated Level
communication Demonstrated Demonstrated Demonstrated 3 in Objective 1 as
Demonstrated Level
strategies to Level 7 in Level 6 in Level 5 in
4 in Objective 1 as
shown in COT rating
support learner Objective 1 as Objective 1 as Objective 1 as sheets / inter-
shown in COT rating
understanding, shown in COT shown in COT shown in COT
sheets / inter-
observer agreement ### ### ###
participation, rating sheets / rating sheets / rating sheets / forms
observer agreement
inter-observer inter-observer inter-observer or
engagement and agreement forms agreement forms agreement forms
forms
No acceptable
achievement evidence was shown

5. Established safe Quality

and secure
learning
environments to Demonstrated Level
enhance learning Demonstrated Demonstrated Demonstrated
Demonstrated Level
3 in Objective 1 as
through the Level 7 in Level 6 in Level 5 in shown in COT rating
4 in Objective 1 as
consistent Objective 1 as Objective 1 as Objective 1 as sheets / inter-
shown in COT rating
implementation of shown in COT shown in COT shown in COT
sheets / inter-
observer agreement ### ### ###
rating sheets / rating sheets / rating sheets / forms
policies, guidelines inter-observer inter-observer inter-observer
observer agreement
or
and procedures forms
agreement forms agreement forms agreement forms No acceptable
evidence was shown

6. Maintained Quality
learning
environments that Demonstrated Level
promote fairness, Demonstrated Demonstrated Demonstrated 3 in Objective 1 as
respect and care Demonstrated Level
Level 7 in Level 6 in Level 5 in shown in COT rating
4 in Objective 1 as
to encourage Objective 1 as Objective 1 as Objective 1 as
shown in COT rating
sheets / inter-
learning shown in COT shown in COT shown in COT
sheets / inter-
observer agreement ### ### ###
rating sheets / rating sheets / rating sheets / forms
observer agreement
inter-observer inter-observer inter-observer or
forms
agreement forms agreement forms agreement forms No acceptable
evidence was shown

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

 Performance Indicators Rating
Weight
Very Actual
MFOs KRAs Objectives Timeline per Score
QET Outstanding Satisfactory Satisfactory Unsatisfactory Poor Result Q E T Ave.
KRA
5 4 3 2 1
Basic 2. Learning 7. Maintained Provided effective Provided effective Provided an Provided learning No acceptable
Education Environment learning and varying learning effective learning opportunity/ies that evidence was shown
Services environments that learning opportunities that opportunity that is is/are partially
opportunities that are well-aligned well-aligned with aligned with the
nurture and inspire are well-aligned with the learning the learning goal/s learning goal/s and
learners to with the learning goals and engage and engage only somehow
participate, goals and feature learners to learners to engage/s learners to
cooperate and all elements of participate, participate, participate,
collaborate in collaborative cooperate, and/or cooperate, and/or cooperate, and/or
continued learning learning as shown collaborate in collaborate in collaborate in
in the submitted continued learning continued learning continued learning
learning material as shown in the as shown in the as shown in the
submitted learning submitted learning submitted learning
Quality material material material 0.00 0.00 0.00

Demonstrated Level
Demonstrated Demonstrated Demonstrated 3 in Objective 1 as
Demonstrated Level
Level 7 in Level 6 in Level 5 in shown in COT rating
4 in Objective 1 as
Objective 1 as Objective 1 as Objective 1 as sheets / inter-
shown in COT rating
shown in COT shown in COT shown in COT observer agreement
sheets / inter-
rating sheets / rating sheets / rating sheets / forms
observer agreement
inter-observer inter-observer inter-observer or
forms
agreement forms agreement forms agreement forms No acceptable
evidence was shown

8. Applied a range
of successful
strategies that
Applied effective
maintain learning
teaching strategies
environments that that are well-
motivate learners aligned with the
to work learning goals and
productively by successfully
motivate learners
assuming to monitor and
responsibility for
evaluate their own
their own learning
learning as shown
in the submitted
Quality learning material
Applied effective Applied an
Applied teaching
teaching effective teaching
strategy/ies that
strategies that are strategy that is
is/are partially
well-aligned with well-aligned with
the learning goals the learning goal/s
aligned with the
learning goal/s and
and successfully and successfully
only somehow
motivate learners motivates learners
motivate/s learners No acceptable
to work to work
to work productively evidence was shown
productively by productively by
by assuming
assuming assuming
responsibility for
responsibility for responsibility for
their own learning as
their own learning their own learning
shown in the
as shown in the as shown in the
submitted learning submitted learning
submitted learning 0.00 0.00 0.00
material
material material

Demonstrated Level
Demonstrated Demonstrated Demonstrated 3 in Objective 1 as
Demonstrated Level
Level 7 in Level 6 in Level 5 in shown in COT rating
4 in Objective 1 as
Objective 1 as Objective 1 as Objective 1 as sheets / inter-
shown in COT rating
shown in COT shown in COT shown in COT observer agreement
sheets / inter-
rating sheets / rating sheets / rating sheets / forms
observer agreement
inter-observer inter-observer inter-observer or
forms
agreement forms agreement forms agreement forms No acceptable
evidence was shown

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

 Performance Indicators Rating
Weight
Very Actual
MFOs KRAs Objectives Timeline per Score
QET Outstanding Satisfactory Satisfactory Unsatisfactory Poor Result Q E T Ave.
KRA
5 4 3 2 1
Basic 3. Diversity of 9. Designed, 20% Quality
Education Learners, adapted and
Demonstrated Level
Services Curriculum implemented
Demonstrated Demonstrated Demonstrated 3 in Objective 1 as
and Planning, teaching strategies Level 7 in Level 6 in Level 5 in
Demonstrated Level
shown in COT rating
& Assessment that are responsive 4 in Objective 1 as
Objective 1 as Objective 1 as Objective 1 as sheets / inter-
and Reporting to learners with shown in COT rating
shown in COT shown in COT shown in COT observer agreement
sheets / inter-
disabilities, rating sheets / rating sheets / rating sheets /
observer agreement
forms
giftedness and inter-observer inter-observer inter-observer or
forms
talents agreement forms agreement forms agreement forms No acceptable
evidence was shown 0.00 0.00 0.00

Demonstrated Level
1 as shown in the
Demonstrated Demonstrated Demonstrated Demonstrated Level
TRFs
Level 5 as shown Level 4 as shown Level 3 as shown 2 as shown in the
or
in the TRFs in the TRFs in the TRFs TRFs
No acceptable
evidence was shown

10. Adapted and Quality

used culturally
appropriate Demonstrated Level
teaching strategies Demonstrated Demonstrated Demonstrated 3 in Objective 1 as
Demonstrated Level
Level 7 in Level 6 in Level 5 in shown in COT rating
to address the Objective 1 as Objective 1 as Objective 1 as
4 in Objective 1 as
sheets / inter-
needs of learners shown in COT rating
shown in COT shown in COT shown in COT observer agreement
from indigenous sheets / inter-
rating sheets / rating sheets / rating sheets / forms
observer agreement
groups inter-observer inter-observer inter-observer or
forms
agreement forms agreement forms agreement forms No acceptable
evidence was shown 0.00 0.00 0.00

Demonstrated Level
1 as shown in the
Demonstrated Demonstrated Demonstrated Demonstrated Level
TRFs
Level 5 as shown Level 4 as shown Level 3 as shown 2 as shown in the
or
in the TRFs in the TRFs in the TRFs TRFs
No acceptable
evidence was shown

11. Adapted and Quality

implemented Monitored
learning programs Planned for the
progress of the Completed the
Evaluated the implementation of
that ensure adapted / implementation
adapted / the adapted /
relevance and contextualized
contextualized of the adapted /
contextualized No acceptable
responsiveness to learning program
learning program contextualized
existing learning evidence was shown
0.00 0.00 0.00
the needs of all while being learning program
as evidenced by program
implemented as as evidenced by
learners MOV No. 1
evidenced by MOV No. 3
as evidenced by
MOV No. 4
MOV No. 2

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

 Performance Indicators Rating
Weight
Very Actual
MFOs KRAs Objectives Timeline per Score
QET Outstanding Satisfactory Satisfactory Unsatisfactory Poor Result Q E T Ave.
KRA
5 4 3 2 1
Basic 3. Diversity of 12. Utilized 20% Quality
Education Learners, assessment data Implemented a
Planned for a
Services Curriculum to inform the teaching and
Developed teaching and
and Planning, modification of learning strategy / Analyzed learners’
materials based learning strategy
& Assessment teaching and program using mastered skills
on learners’ and/or program
materials based on based on the
and Reporting learning practices assessment data based on learners’
learners’ frequency of errors
and programs as evidenced by a assessment data No acceptable
assessment data
list of identified as evidenced by a
and correct
evidence was shown 0.00 0.00 0.00
as evidenced by a responses as
least / most list of identified
list of identified evidenced by a list
mastered skills least / most
least / most of identified least /
with supporting mastered skills
mastered skills most mastered skills
MOV No. 2 with supporting
with supporting
MOV No. 3
MOV No. 1

4. Community 13. Maintained 30%

Linkages and learning Conducted a
Collaborated with
Professional environments that consultative
the community Planned with the Communicated
meeting with the
Engagement are responsive to stakeholder in the community
community
with the
& Personal community implementation / stakeholders a community
stakeholders on
Growth and contexts completion of a program, project, stakeholders about
a program,
Professional program, project, and/or activity that a program, project,
project, and/or
and/or activity that maintains a and/or activity that
Development Quality maintains a learning
activity that
maintains the
No acceptable
0.00 0.00 0.00
maintains a evidence was shown
learning environment learning
learning
environment responsive to environment
environment
responsive to community responsive to
responsive to
community contexts as community contexts
community
contexts as evidenced by as evidenced by
contexts as
evidenced by MOV MOV No. 2 MOV No. 4
evidenced by
No. 1
MOV No. 3

14. Reviewed
regularly personal Exhibited an
teaching practice Exhibited an Reviewed
improved
using existing laws improved practice personal
practice through Participated in the
through one’s teaching
and regulations teaching as
a teaching
practices using
review of personal
that apply to the material as teaching practices
impact of regularly laws and
teaching impact of regularly using laws and
reviewing one’s regulations that
profession and the reviewing one’s regulations that
teaching practice/s apply to the
teaching practice/s apply to the
responsibilities using laws and
using laws and
profession and the
profession and the No acceptable
specified in the Quality regulations that regulations that
responsibilities in
responsibilities in evidence was shown
0.00 0.00 0.00
Code of Ethics for apply to the the Code of Ethics
apply to the the Code of Ethics
profession and the for Professional
Professional responsibilities in
profession and the
Teachers in 4
for Professional
Teachers responsibilities in Teachers in 4
the Code of Ethics quarters with
the Code of Ethics quarters as
for Professional reflection
for Professional evidenced by MOV
Teachers as outputs as
Teachers as No. 4
evidenced by MOV evidenced by
evidenced by
No. 1 MOV No. 3
MOV No. 2

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

 Performance Indicators Rating
Weight
Very Actual
MFOs KRAs Objectives Timeline per Score
QET Outstanding Satisfactory Satisfactory Unsatisfactory Poor Result Q E T Ave.
KRA
5 4 3 2 1
Basic 4. Community 15. Complied with 30% Quality
Education Linkages and and implemented Sustained
Services Professional school policies and engagement with
Engagement procedures the learners, Discussed with Communicated
& Personal consistently to parents / learners, with learners, Implemented
Growth and foster harmonious guardians, and parents / parents / school policies
Professional relationships with other guardians, and guardians, and and procedures
stakeholders other other without
Development learners, parents, regarding school stakeholders the stakeholders the communicating
No acceptable
0.00 0.00 0.00
and other evidence was shown
policies and implemented implemented and consulting the
stakeholders procedures school policies school policies learners, parents /
through school- and procedures as and procedures as guardians, and other
community evidenced by evidenced by stakeholders
partnership/s as MOV no. 2 MOV no. 3
evidenced by MOV
no. 1

16. Applied a Quality

personal Applied learner- Applied learner- Applied learner-
Application of
philosophy of centered teaching centered teaching centered teaching
learner-centered
philosophy in the philosophy in the philosophy in the
teaching that is lesson plan in all lesson plan in two lesson plan in one
teaching philosophy
learner-centered is reflected but No acceptable
the components components of component of
was poorly used as evidence was shown
0.00 0.00 0.00
of instruction in instruction in the instruction in the
basis for planning /
the lesson plan to lesson plan to lesson plan to
designing the
improve student improve student improve student
lesson.
learning learning learning

17. Adopted Quality

practices that Exhibited dignity
Exhibited dignity Adopted
uphold the dignity of teaching as a
of teaching as a practices that Adopted a practice
of teaching as a profession by
profession by uphold the dignity that uphold the
profession by exhibiting qualities
exhibiting qualities of teaching as a dignity of teaching
such as caring
exhibiting qualities attitude, respect,
such as caring profession by as a profession by
such as caring attitude, respect, exhibiting qualities exhibiting qualities No acceptable
and integrity with
and integrity with such as caring such as caring evidence was shown 0.00 0.00 0.00
attitude, respect affirmation from
and integrity affirmation from attitude, respect, attitude, respect,
different school
any school and integrity as and integrity as
stakeholders as
stakeholder as evidenced by at evidenced by one
evidenced by at
evidenced by one least two MOV No. MOV No. 2
least two MOV No.
MOV No. 1 2
1

18. Set Quality

Discussed
professional Updated
progress on
development goals professional Set professional Accomplished the
professional
based on the development development e-SAT at the
development
Philippine goals during goals based on e- beginning of the No acceptable
Phase II of the
goals with the
SAT results as school year as evidence was shown
0.00 0.00 0.00
Professional RPMS Cycle as
rater during the
evidenced by evidenced by MOV
Standards for mid-year review
evidenced by MOV MOV No. 3 No. 4
Teachers as evidenced by
No. 1
MOV No. 2
 TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
Performance Indicators Rating
Weight
Very Actual
MFOs KRAs Objectives Timeline per Score
QET Outstanding Satisfactory Satisfactory Unsatisfactory Poor Result Q E T Ave.
KRA
5 4 3 2 1
Basic 5. Plus Factor 19. Performed 10.00% Quality
Education various related
Services works / activities Performed at least Performed at least
that contribute to 1 related work / 1 related work / Performed at least
the teaching- activity that activity that 1 related work / Performed at least 1
learning process contributed to the contributed to the activity that related work /
teaching-learning teaching-learning contributed to the activity that
process beyond process within teaching-learning contributed to the No acceptable
the school / the school / process within teaching-learning evidence was shown
0.00 0.00 0.00
Community Community the learning process within the
Learning Center Learning Center area / department class as evidenced
(CLC) as (CLC) as as evidenced by by submitted MOV
evidenced by evidenced by submitted MOV
submitted MOV submitted MOV

RATING FOR OVER-ALL ACCOMPLISHMENTS #VALUE! ###

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
below 1.499 Poor

NICOLAS, MIRIAM R. LUZON, ANA MARIA L. CABINBIN, PRECIOSA N.

Ratee Rater Approving Authority
 PART III: COMPETENCIES
Instructions: Please shade the circle of the 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
2. Promotes collaboration and removes barrier to teamwork and goal
takes into account personal goals and values congruent to that of the
accomplishment across the organization.
organization.
3. Displays emotional maturity and enthusiasm for and is challenged by higher
goals.
0 3. Applies negotiation principles in arriving at win-win agreements.
0
4. Prioritizes work tasks and schedules (through Gantt charts, checklists, etc.) to
4. Drives consensus and team ownership of decisions.
achieve goals.
5. Works constructively and collaboratively with others and across organizations
5. Sets high quality, challenging, realistic goals for self and others.
to accomplish organization goals and objectives.
Professionalism and Ethics Service Orientation
1. Demonstrates the values and behavior enshrined in the Norms and Conduct
1. Can explain and articulate organizational directions, issues and problems.
and Ethical Standards for public officials and employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking into account 2. Takes personal responsibility for dealing with and/or correcting customer
the impact of his/her actions and decisions. service issues and concerns.
3. Maintains a professional image: being trustworthy, regularity of attendance
and punctuality, good grooming and communication.
0 3. Initiates activities that promote advocacy for men and women empowerment. 0
4. Participates in updating office vision, mission, mandates and strategies based
4. Makes personal sacrifices to meet the organization’s needs.
on DEPED strategies and directions.
5. Act with a sense of urgency and responsibility to meet the organization’s 5. Develops and adopts service improvement program through simplified
needs, improve system and help others improve their effectiveness. procedures that will further enhance service delivery.
Results Focus Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster
1. Achieves results with optimal use of time and resources most of the time. new ideas, processes and suggests better ways to do things (cost and/ or
operational efficiency).
2. Avoids rework, mistakes and wastage through effective work methods by 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on
placing organizational needs before personal needs. improving personal 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 0 3. Promotes a creative climate and inspires co-workers to develop original ideas
or solutions. 0
with no supervision required.
4. Expresses a desire to do better and may express frustration at waste or 4. Translates creative thinking into tangible changes and solutions that improve
inefficiency. May focus on new or more precise ways of meeting goals set. the work unit and organization.
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 5. Uses ingenious methods to accomplish responsibilities. Demonstrates
cost, more efficiently, or improving quality, customer satisfaction, morale, without resourcefulness and the ability to succeed with minimal resources.
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 (IPRCF) SUMMARY SHEET
Teacher I-III, SPET I-IV, Special Science Teacher I-II (Proficient Teacher)

Name of Employee: NICOLAS, MIRIAM R. Name of Rater: LUZON, ANA MARIA L.

Position: Teacher I Position: Master Teacher II
Bureau/Center/Service/Division: Tanza Elementary School-Navotas City Date of Review: January 1, 2022
Rating Period: September 2021 - July 2022

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 5% #VALUE! #VALUE! #VALUE! #VALUE!
KRA 1 15% Objective 2 5% 0.00 0.00 0.00 Poor
Objective 3 5% #VALUE! #VALUE! #VALUE! #VALUE!
Objective 4 5% #VALUE! #VALUE! #VALUE! #VALUE!
Objective 5 5% #VALUE! #VALUE! #VALUE! #VALUE!
KRA 2 25% Objective 6 5% #VALUE! #VALUE! #VALUE! #VALUE!
Objective 7 5% 0.00 0.00 0.00 Poor
Objective 8 5% 0.00 0.00 0.00 Poor
Objective 9 5% 0.00 0.00 0.00 Poor
Objective 10 5% 0.00 0.00 0.00 Poor
KRA 3 20%
Objective 11 5% 0.00 0.00 0.00 Poor
Objective 12 5% 0.00 0.00 0.00 Poor
Objective 13 5% 0.00 0.00 0.00 Poor
Objective 14 5% 0.00 0.00 0.00 Poor
Objective 15 5% 0.00 0.00 0.00 Poor
KRA 4 30%
Objective 16 5% 0.00 0.00 0.00 Poor
Objective 17 5% 0.00 0.00 0.00 Poor
Objective 18 5% 0.00 0.00 0.00 Poor
KRA 5 10% Objective 19 10% 0.00 0.00 0.00 Poor
FINAL PERFORMANCE Final Rating: #VALUE!
Accomplishments of KRAs and Objectives
RESULTS Adjectival Rating: #VALUE!

NICOLAS, MIRIAM R. LUZON, ANA MARIA L. CABINBIN, PRECIOSA N.

Ratee Rater Approving Authority
 PART IV: DEVELOPMENT PLAN
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
jjj

B. Core Behavioral Competencies

Feedback:

NICOLAS, MIRIAM R. LUZON, ANA MARIA L. CABINBIN, PRECIOSA N.

Ratee Rater Approving Authority