Republic of the Philippines

Department of Education

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW

(IPCRF) PART I-IV
SY 2021-2022
This form is an Excel-based version of the Part I-IV of the Individual Performance Com
(IPCRF) as prescribed in the DepEd Order No. 2, s. 2015. It is intended to assist Teachers/R
their IPCRF forms at different RPMS phases, e.g. Individual Performance Commitment and
Development Plan during Performance Planning and Commitment phase, accomplished I
rating during Performance Review and Evaluation phase. The data gathered using this too
identifying the needs of teachers and in providing appropriate interventions.
This tool shall be accomplished by each teacher. When all Parts I-IV are accomplished,
and submit this tool, with the Portfolio, to the Rater for final review and assessment.

OVERVIEW
Please open this Workbook with Microsoft Excel 2010 or later. The Excel Workbook has 1
• READ THIS
• Encoding Sheet-Proficient (green-colored sheet tab)
• IPCRF-Part 1-Proficient (green-colored sheet tab)
• IPCRF-Part 2-Proficient (green-colored sheet tab)
• IPCRF-Part 3-Proficient (green-colored sheet tab)
• IPCRF-Part 4-Proficient (green-colored sheet tab)
• Encoding Sheet-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 1-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 2-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 3-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 4-Highly Proficient (blue-colored sheet tab)

READ THIS
This sheet contains information about the tool and how to use it.

Encoding Sheet-Proficient & Encoding Sheet-Highly Proficient

The sheet is partially locked and only certain parts (Information box on top, spaces for rati
Authority at the bottom) are unlocked for encoding. This is where you will encode the rati
the Classroom Observation periods (COT 1-2) as reflected in the Classroom Observation T
from the Supplementary Materials/TRFs you have provided in applicable Objectives. This
IPCRF rating (Quality/Q) for the other objectives. The sheet automatically computes for th
your ratings, which will be the rating for Quality for the classroom observable objectives i
automatically reflected in the IPCRF-Part 1 and IPCRF-Part 3.

IPCRF-Part 1-Proficient & IPCRF-Part 1-Highly Proficient

The sheet automatically generates after encoding in the Encoding Sheet. NO MORE EDITIN

IPCRF-Part 2-Proficient & IPCRF-Part 2-Highly Proficient

This sheet contains the Core Behavioral Competencies, where you will encode the results
behavioral competencies. Indicate the total number of competency indicators that you ha
performance cycle in the space provided. The sheet is partially locked and only the space
number (1, 2, 3, 4, or 5) of competencies for each category of Core Behavioral Competenc
There are six (6) categories of core behavioral competencies (e.g. Self-Management, Profe

IPCRF-Part 3-Proficient & IPCRF-Part 3-Highly Proficient

IPCRF-Part 2-Proficient & IPCRF-Part 2-Highly Proficient
This sheet contains the Core Behavioral Competencies, where you will encode the results
behavioral competencies. Indicate the total number of competency indicators that you ha
performance cycle in the space provided. The sheet is partially locked and only the space
number (1, 2, 3, 4, or 5) of competencies for each category of Core Behavioral Competenc
There are six (6) categories of core behavioral competencies (e.g. Self-Management, Profe

IPCRF-Part 3-Proficient & IPCRF-Part 3-Highly Proficient

This sheet, the Individual Performance Commitment Review Form Summary Sheet, shows
objective, your Average and Score per Objective, and your Final Rating for the performanc
automatically generated from the encoded information and ratings in the IPCRF-Part 1 sh
note on the sheet) should be edited.

IPCRF-Part 4-Proficient & IPCRF-Part 4-Highly Proficient

This sheet will contain your IPCRF-Development Plan. This sheet is completely unlocked. U
strengths and development needs, and the corresponding action plan, timeline, and reso
of your e-SAT prior to the RPMS Cycle. You may update your Development Plan based on
review and evaluation during RPMS Phase IV.

HOW TO USE
A. Opening the Workbook
1. Open the Excel Workbook with Microsoft Excel 2010 or later.

2. Click Enable editing when a prompt appears.

3. Click Enable Macros or Enable Content when a prompt appears.

4. Click Update when a prompt appears.
5. Read and understand all the contents of this 'READ THIS' Sheet, then click Begin at

B. Encoding IPCRF Ratings (in the Encoding Sheet & IPCRF-Part 3)

1. Encode all required information at the uppermost portion of the sheet. Input the N
Bureau/Center/Service/Division, Rating Period, Name of Rater, Position of Rater, Date of R
Approving Authority at the bottom of the sheet.
2. Input your all Ratings for the Classroom Observation period(s) you have been obser
Supplementary Materials/TRFs you have provided in applicable Objectives. The Sheet com
Rating for Quality for the classroom-observable Objectives based on the ratings that you
COT/Supp Material/TRF and up to at most 2). If you only have 1 COT/Supp Material/TRF,
under COT/Supp Material/TRF 1. Leave COT/Supp Material/TRF 2 blank. Input the Q ratin
that only a certain number of cells are editable on this sheet and these cannot be blank.
3. Double check if all ratings in the necessary Q columns are filled in on both the Enco
NOTE of and follow the instructions found on the right side of some objectives. Ensure th
Ratings reflect on the space at the bottom of the sheet.

C. Accomplishing the Competencies Part of the IPCRF

1. Open the IPCRF-Part 2 sheet to begin encoding.
2. Input the number of competency indicators (1, 2, 3, 4, or 5) for each of the 6 catego
Competencies that you have demonstrated during the performance cycle.

D. Preparing the Development Plans

1. Open the IPCRF-Part 4 sheet to begin encoding.
2. Encode your strengths and development needs for both the Functional Competenc
the Core Behavioral Competencies (in Part II).

3. Input your corresponding action plan (including the Learning Objectives and Interve
needed.

E. Submitting IPCRF Parts I-IV to your Rater

Print all 4 sheets: IPCRF-Parts 1-4 that you have accomplished, in the required numbe
Rater, together with your RPMS Portfolio. There will be a face-to-face validation of the IPC
Rater.
needed.

E. Submitting IPCRF Parts I-IV to your Rater

Print all 4 sheets: IPCRF-Parts 1-4 that you have accomplished, in the required numbe
Rater, together with your RPMS Portfolio. There will be a face-to-face validation of the IPC
Rater.

T1-T3?
Begin.

Developed by:

ANGELO D. UY
School Principal II
Biñan City Science and Technology High School
Schools Division Office of Biñan City
ation

T AND REVIEW FORM

Performance Commitment and Review Form

o assist Teachers/Ratees in the preparation of
e Commitment and Review Form (IPCRF) and
se, accomplished IPCRF with computed final
hered using this tool will help the Rater in
ntions.
are accomplished, the teacher should print
d assessment.

cel Workbook has 11 viewable sheets:

t
top, spaces for ratings, and name of Approving
will encode the ratings that you have obtained in all
oom Observation Tool (COT) Rating Sheets, and/or
le Objectives. This is where you will also encode your
ally computes for the average transmuted rating of
ervable objectives in the RPMS. The final ratings are

et. NO MORE EDITING IS ALLOWED ON THIS SHEET.

encode the results of the assessment of your core

dicators that you have demonstrated during the
and only the spaces where will you encode the
havioral Competencies are unlocked for encoding.
Management, Professionalism and Ethics).
encode the results of the assessment of your core
dicators that you have demonstrated during the
and only the spaces where will you encode the
havioral Competencies are unlocked for encoding.
Management, Professionalism and Ethics).

mary Sheet, shows your IPCRF rating (Quality/Q) per

for the performance cycle. Data in this sheet are
he IPCRF-Part 1 sheet. ONLY THE COLORED CELLS (see

mpletely unlocked. Use this sheet to encode your

timeline, and resources needed based on the results
ent Plan based on the results of your performance

then click Begin at the bottom to start.

rt 3)
sheet. Input the Name of Employee/Ratee, Position,
n of Rater, Date of Review. Type also the name of the

ou have been observed, and/or Ratings for the

tives. The Sheet computes for the transmuted RPMS
e ratings that you encoded (e.g., from at least 1
upp Material/TRF, you just need to encode the ratings
k. Input the Q ratings for the other objectives. Note
e cannot be blank.
n on both the Encoding Sheet, and IPCRF-Part 3. Take
jectives. Ensure that Final Numerical and Adjectival

ach of the 6 categories of Core Behavioral

cle.

ctional Competencies (RPMS Objectives in Part I) and

jectives and Interventions), timeline, and resources

he required number of copies. Submit these to your

alidation of the IPCRF between the Ratee and the
he required number of copies. Submit these to your
alidation of the IPCRF between the Ratee and the

T1-T3? MT1-MT4?
Begin. Begin.
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) ENCODING SHEET
Teacher I-III (Proficient Teacher)

Name of Employee: ANALYN L. MALINIS Name of Rater: RICHELLE R. NAONAO

Position: TACHER I Position: MASTER TEACHER I
Bureau/Center/Service/DivisionDULAPO ELEMENTARY SCHOOL Date of Review: JULY 15, 2022
Rating Period: SY 2021-2022 (August 2021-July 2022)

COT/Supp COT/Supp
Weight Material/TRF 1 Material/TRF 2
COT Indicator No. Numerical Ratings
KRA Weight per KRA Objectives per
(Set)
Objective COT RPMS 5-pt COT RPMS 5-pt
Rating Scale Rating Scale Q E T
Objective 1 5% 1 7 5 7 5 5
Objective 2 5% 5
KRA 1 20%
Objective 3 5% 2 7 5 7 5 5
Objective 4 5% 3 7 5 7 5 5
Objective 5 5% 4 7 5 7 5 5
Objective 6 5% 5 7 5 7 5 5
SET A
(Supp 5 5 5
Objective 7 5% 6
KRA 2 20% Material)
SET B (COT) 0 0
SET A
(Supp 5 5 5
Objective 8 5% 7
Material)
SET B (COT) 0 0
SET A (COT) 0 0
Objective 9 5% 8
SET B (TRF) 5 5 5
SET A (COT) 0 0
KRA 3 20% Objective 10 5% 9
SET B (TRF) 5 5 5
Objective 11 5% 5
Objective 12 5% 5
 Objective 13 5% 5
Objective 14 5% 5
Objective 15 5% 5
KRA 4 30%
Objective 16 5% 5
Objective 17 5% 5
Objective 18 5% 5
KRA 5 10% Objective 19 10% 5
Final Rating
Adjectival Rating

ANALYN L. MALINIS RICHELLE R. NAONAO

Ratee Rater Approving Au
EET

ical Ratings Score

Ave
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
0.000 0.000

5.000 0.250

0.000 0.000
0.000 0.000
5.000 0.250
0.000 0.000
5.000 0.250
5.000 0.250
5.000 0.250
 5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.500
5.000
Outstanding

Approving Authority
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR TEACHERS I-III

Name of Employee: ANALYN L. MALINIS Name of Rater: RICHELLE R. NAONAO

Position: TACHER I Position: MASTER TEACHER I
Bureau/Center/Service/Division: DULAPO ELEMENTARY SCHOOL Date of Review: JULY 15, 2022
Rating Period: SY 2021-2022 (August 2021-July 2022)

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

PERFORMANCE INDICATORS
WEIGHT Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor ACTUAL Rating
MFO KRAS OBJECTIVES TIMELINE QET SCORE
PER KRA RESULTS (Quality)
5 4 3 2 1

20%
Demonstrated
1. Content 1. Applied SY 2021- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level
Level 7 in
5 0.250
Knowledge and knowledge of 2022 7 in Objective 1 as 6 in Objective 1 as 5 in Objective 1 as 4 in Objective 1 as 3 in Objective 1 as
Objective 1 as
Pedagogy content within and shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT shown in the
across curriculum rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- COT rating
teaching areas. observer agreement observer agreement observer agreement observer agreement observer agreement sheets/inter-
forms. forms. forms. forms. forms OR No observer
agreement
acceptable evidence forms.
was shown.
Basic Education Services

2. Used SY 2021- Quality Used research- Used research- Used research- Use of research- No acceptable Used research-
based
5 0.250
research-based 2022 based knowledge based knowledge based knowledge based knowledge evidence was
knowledge
knowledge and and/or principles of and/or principles of and/or principles of and/or principle of shown and/or principles
principles of teaching in all the teaching in two teaching in one teaching and of teaching in all
teaching and components of components of components of learning is identified the components
learning to instruction in the instruction in the instruction in the but was poorly used of instruction in
the lesson plan
enhance lesson plan to lesson plan to lesson plan to as basis for to improve
professional improve student improve student improve student planning/designing student learning
practice. learning learning learning the lesson
 3. Displayed SY 2021- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated
Level 7 in
5 0.250
proficient use of 2022 7 in Objective 3 as 6 in Objective 3 as 5 in Objective 3 as 4 in Objective 3 as 3 in Objective 3 as
Objective 3 as
Mother Tongue, shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT
Filipino and sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter- rating
English to observer agreement observer agreement observer agreement observer agreement observer agreement sheets/inter-
facilitate teaching forms forms forms forms forms OR No observer
agreement
and learning. acceptable evidence forms
was shown.

4. Used effective SY 2021- Quality Demostrated Level Demostrated Level Demostrated Level Demostrated Level Demostrated Level Demostrated
Level 7 in
5 0.250
verbal and non- 2022 7 in Objective 4 as 6 in Objective 4 as 5 in Objective 4 as 4 in Objective 4 as 3 in Objective 4 as
Objective 4 as
verbal classroom shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT
strategies to sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter- rating
support learner agreement forms agreement forms agreement forms agreement forms agreement forms sheets/inter-
understanding, OR No acceptable agreement
forms
participation, evidence was
engagement and shown.
achievement.

20% Quality 5 0.250

2. Learning 5. Established SY 2021- Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demostrated Level Demonstrated
safe and secure 2022 7 in Objective 5 as 6 in Objective 5 as 5 in Objective 5 as 4 in Objective 5 as 3 in Objective 5 as Level 7 in
Environment Objective 5 as
learning shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT
environments to sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter- rating
enhance learning observer agreement observer agreement observer agreement observer agreement agreement forms sheets/inter-
through the forms forms forms forms OR No acceptable observer
agreement
consistent evidence was forms
implementation of shown.
policies,
guidelines and
procedures.
6. Maintained SY 2021- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demostrated Level Demonstrated
Level 7 in
5 0.250
learning 2022 7 in Objective 6 as 6 in Objective 6 as 5 in Objective 6 as 4 in Objective 6 as 3 in Objective 6 as
Objective 6 as
environments that shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT
promote fairness, sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter- rating
respect and care observer agreement observer agreement observer agreement observer agreement agreement forms sheets/inter-
to encourage forms forms forms forms OR No acceptable observer
agreement
learning. evidence was forms
shown.

Provided
7. Maintained SY 2021- Quality Provided effective Provided effective Provided an Provided learning No acceptable
effective and
5 0.250
learning 2022 (SET A) and varying learning learning effective learning opportunity/ies that evidence was
varying learning
environments that opportunities that opportunities that opportunity that is is/are partially shown opportunities
nurture and are well-aligned with are well-aligned with well-aligned with the aligned with the that are well-
inspire learners to the learning goals the learning goals learning goals and learning goals and aligned with the
participate, and feature all and engage engage learners to only somehow learning goals
and feature all
cooperate and elements of learners to participate, engage/s learners to elements of
collaborate in collaborative participate, cooperate, and/or participate, collaborative
continued learning as shown in cooperate, and/or collaborate in cooperate and/or learning as
learning. the submitted collaborate in continued learning collaborate in shown in the
submitted
learning material. continued learning as shown in the continued learning
learning
as shown in the submitted learning as shown in the material.
submitted learning material. submitted learning
material. material.
 Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demostrated Level #N/A
0 0.000
(SET B) 7 in Objective 7 as 6 in Objective 7 as 5 in Objective 7 as 4 in Objective 7 as 3 in Objective 7 as
shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating
sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter-
observer agreement observer agreement observer agreement observer agreement agreement forms
forms forms forms forms OR No acceptable
evidence was
shown.

8. Applied a SY 2021- Quality Applied effective Applied effective Applied an effective Applied teaching No acceptable Applied effective
teaching
5 0.250
range of 2022 (SET A) teaching strategies teaching strategies teaching strategy strategy/ies that evidence was
strategies that
successful that are well-aligned that are well-aligned that is well-aligned is/are partially shown are well-aligned
strategies that with the learning with the learning with the learning aligned with the with the learning
maintain learning goals and goals and goal/s and learning goal/s and goals and
environments to successfully successfully successfully only somehow successfully
motivate
motivate learners motivate learners to motivate learners to motivates learners motivate/s learners learners to
to work monitor and work productively by to work productively to work productively monitor and
productively by evaluate their own assuming by assuming by assuming evaluate their
assuming learning as shown in responsibility for responsibility for responsibility for own learning as
shown in the
responsibility for the submitted their own learning their own learning their own learning
submitted
their own learning material. as shown in the as shown in the as shown in the learning
learning. submitted learning submitted learning submitted learning material.
material. material. material.
 Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level #N/A
0 0.000
(SET B) 7 in Objective 8 as 6 in Objective 8 as 5 in Objective 8 as 4 in Objective 8 as 3 in Objective 8 as
shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating
sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter-
observer agreement observer agreement observer agreement observer agreement observer agreement
forms forms forms forms forms OR No
acceptable evidence
was shown

3. Diversity of 9. Designed, SY 2021-

20% Quality Demostrated Level Demostrated Level Demostrated Level Demostrated Level Demostrated Level 0 0.000
#N/A
Learners, adapted and 2022 (SET A) 7 in Objective 9 as 6 in Objective 9 as 5 in Objective 9 as 4 in Objective 9 as 3 in Objective 9 as
Curriculum and implemented shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating
Planning & teaching sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter-
Assessment and strategies that are observer agreement observer agreement observer agreement observer agreement observer agreement
Reporting responsive to forms forms forms forms forms OR No
learners with acceptable evidence
disabilities, was shown
giftednedness
and talents
Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated 5 0.250
(SET B) 5 as shown in the 4 as shown in the 3 as shown in the 2 as shown in the 1 as shown in the Level 5 as
shown in the
TRFs TRFs TRFs TRFs TRFs OR No TRFs
acceptable evidence
was shown
10. Adapted and SY 2021- Quality Demostrated Level Demostrated Level Demostrated Level Demostrated Level Demostrated Level #N/A
0 0.000
used culturally- 2022 (SET A) 7 in Objective 10 as 6 in Objective 10 as 5 in Objective 10 as 4 in Objective 10 as 3 in Objective 10 as
appropriate shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating
teaching sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter-
strategies to observer agreement observer agreement observer agreement observer agreement observer agreement
address the forms forms forms forms forms OR No
needs of learners acceptable evidence
from indigenous was shown
groups

Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated 5 0.250
(SET B) 5 as shown in the 4 as shown in the 3 as shown in the 2 as shown in the 1 as shown in the Level 5 as
shown in the
TRFs TRFs TRFs TRFs TRFs OR No TRFs
acceptable evidence
was shown

Evaluated the
11. Adapted and SY 2021- Quality Evaluated the Monitored progress Completed the Planned for the No acceptable
adapted/context
5 0.250
implemented 2022 adapted/contextuali of the adapted/ implementation of implementation of evidence was
ualized learning
learning programs zed learning contextualized the adapted/ the shown program as
that ensure program as learning program contextualized adapted/contextuali evidenced by
relevance and evidenced by MOV while being learning program as zed existing learning MOV No.1
responsiveness to No.1 implemented as evidence by MOV program as
the needs of all evidence by MOV No. 3 evidenced by MOV
learners No. 2 No. 4
 12. Utilized SY 2021- Quality Implemented a Developed materials Planned for a Analyzed learners' No acceptable Implemented a
teaching and
5 0.250
assessment data 2022 teaching and based on learners' teaching and mastered skills evidence was
learning
to inform the learning assessment data as learning strategy based on the shown strategy/progra
modification of strategy/program evidenced by a list and/or program frequency of errors m using
teaching and using materials of identified based on learners' and correct materials based
learning practices based on learners' least/most mastered assessment data as responses as on learners'
assessment
and programs assessment data as skills with evidenced by a list evidenced by a list data as
evidenced by a list supporting MOV of identified of identified evidenced by a
of identified No.2 least/most mastered least/most mastered list of identified
least/most mastered skills with skills least/most
mastered skills
skills with supporting MOV
with supporting
supporting MOV No. No.3 MOV No. 1
1

4. Community
30% Quality 5 0.250
13. Maintained SY 2021- Collaborated with Planned with the Conducted a Communicated with No acceptable Collaborated
learning 2022 the community community consultative meeting the community evidence was with the
Linkages and community
Professional environments that stakeholder in the stakeholders, a with the community stakeholders about shown stakeholder in
Engagement & are responsive to implementation/ program, project, stakeholders on a a program, project, the
Personal Growth community completion of a and/or activity that program, project, and/or activity that implementation/
contexts program/project, maintains a learning and/or activity that maintains a learning completion of a
and Professional program/project,
and/or activity that environment maintains a learning environment
Development maintains a learning responsive to the environment responsive to the
and/or activity
that maintains a
environment community contexts responsive to the community contexts learning
responsive to the as evidenced y community contexts as evidenced by environment
responsive to
community contexts MOV No.2 as evidenced by MOV No. 4
the community
as evidenced by MOV 3 contexts as
MOV No.1 evidenced by
MOV No.1
14. Reviewed SY 2021- Quality Exhibited an Exhibited an Reviewed personal Prticipated in the No acceptable Exhibited an
improved
5 0.250
regularly personal 2022 improved practice improved practice teaching practices review of personal evidence was
practice through
teaching practice through one's through a teaching using laws and teaching practices shown one's teaching
using existing teaching as impact material as impact regulations that using laws and as impact of
laws and of regularly of regularly apply to the regulations that regularly
regulations that reviewing one's reviewing one's profession and the apply to the reviewing one's
teaching
apply to the teaching practice/s teaching practice/s responsibilities in profession and the practice/s using
teaching using laws and using laws and the Code of Ethics responsibilities in laws and
profession and regulations that regulations that for Professional the Code of Ethics regulations that
the apply to the apply to the Teachers in 4 for Professional apply to the
profession and
responsibilities profession and the profession and the quarters with Teachers in 4
the
specified in the responsibilities in responsibilities in reflection outputs quarters as responsibilities
Code of Ethics for the Code of Ethics the Code of Ethics as evidenced by evidenced by MOV in the Code of
Professional for Professional for Professional MOV No.3 No.4 Ethics for
Teachers Teachers as Teachers as Professional
Teachers as
evidenced by MOV evidenced by MOV evidenced by
No.1 No.2 MOV No.1
15. Complied SY 2021- Quality Sustained Discussed with Communicated with Implemented school No acceptable Sustained
engagement
5 0.250
with and 2022 engagement with learners, learners, policies and evidence was
with the
implemented the learners, parents/guardians, parents/guardians, procedures without shown learners,
school policies parents/guardians and other and other communicating and parents/guardian
and procedures and other stakeholders the stakeholders the consulting the s and other
consistently to stakeholders implemented school implemented school learners, stakeholders
regarding school
foster harmonious regarding school policies and policies and parents/guardians policies and
relationships with policies and procedures as procedures as and other procedures
learners, parents procedures through evidenced by MOV evidenced by MOV stakeholders through school-
and other school-community No.2 No.3 community
partnership/s as
stakeholders partnership/s as
evidenced by
evidenced by MOV MOV No.1
No.1

16. Applied a SY 2021- Quality Applied learner- Applied learner- Applied learner- Application of No acceptable Applied learner-
centered
5 0.250
personal 2022 centered teaching centered teaching centered teaching learner-centered evidence was
teaching
philosophy of philosophy in the philosophy in the philosophy in the teaching philosophy shown philosophy in the
teaching that is lesson plan in all the lesson plan in two lesson plan in one is reflected but was lesson plan in all
learner-centered components of components of component of poorly used as basis the components
instruction in the instruction in the instruction in the for of instruction in
the lesson plan
lesson plan to lesson plan to lesson plan to planning/designing to improve
improve student improve student improve student the lesson student learning
learning learning learning
17. Adopted SY 2021- Quality Exhibited dignity of Exhibited dignity of Adopted practices Adopted a practice No acceptable Exhibited dignity
of teaching as a
5 0.250
practices that 2022 teaching as a teaching as a that uphold the that uphold the evidence was
profession by
uphold the dignity profession by profession by dignity of teaching dignity of teaching shown exhibiting
of teaching as a exhibiting qualities exhibiting qualities as a profession by as a profession by qualities such as
profession by such as caring such as caring exhibiting qualities exhibiting qualities caring attitude,
exhibiting attitude, respect and attitude, respect and such as caring such as caring respect and
integrity with
qualities such as integrity with integrity with attitude, respect and attitude, respect and affirmation from
caring attitude, affirmation from affirmation from any dignity as evidenced dignity as evidenced different school
respect and different school school stakeholder by at least 2 MOV by one MOV No.2 stakeholders as
integrity. stakeholders as as evidenced by No.2 evidenced by at
least two MOV
evidenced by at one MOV No.1
No.1
least two MOV No.1

18. Set SY 2021- Quality Updated Discussed progress Set professional Accomplished the e- No acceptable Updated
professional
5 0.250
professional 2022 professional on professional development goals SAT at the evidence was
development
devleopment development goals development goals based on e-SAT beginning of the shown goals during
goals based on during Phase II of with the rater during results as evidenced school year as Phase II of the
the Philippine the RPMS Cycle as the Mid-year Review by MOV No.3 evidenced by MOV RPMS Cycle as
Professional evidenced by MOV as evidenced by No.4 evidenced by
MOV No.1
Standars for No.1 MOV No.2
Teachers
 10% Quality 5 0.500
5. Plus Factor 19. Performed SY 2021- Performed at least 1 Performed at least 1 Performed at least 1 Performed at least 1 No acceptable Performed at
various related 2022 related work/activity related work/activity related work/activity related work/activity evidence was least 1 related
work/activity that
works/activities that contribute to the that contribute to the that contribute to the that contributed to shown contribute to the
that contribute to teaching-lerning teaching-lerning teaching-lerning the teaching- teaching-lerning
the teaching- process beyond the process within the process within the learning process process beyond
learning process school/Community school/Community learning within the class as the
school/Communi
Learning Center Learning Center area/department as evidenced by ty Learning
(CLC) as evidenced (CLC) as evidenced evidenced by submitted MOV Center (CLC) as
by submitted MOV by submitted MOV submitted MOV evidenced by
submitted MOV

RATING FOR OVERALL ACCOMPLISHMENTS Outstanding 5.000

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

ANALYN L. MALINIS RICHELLE R. NAONAO 0

Ratee 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 Teamwork

1. Sets personal goals and directions, needs and development. 1. Willingly does his/her share of responsibility.

2. Undertakes personal actions and behavior that are clear and purposive and takes into account personal 2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the
goals and values congruent to that of the organization. organization.

3. Displays emotional maturity and enthusiasm for and is challenged by higher goals. 3. Applies negotiation principles in arriving at win-win agreements.

4. Prioritizes work tasks and schedules (through Gantt chants, checklists, etc.) to achieve goals. 4. Drives consensus and team ownership of decisions.

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
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.
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.
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. 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 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
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 4. Translates creative thinking into tangible changes and solutions that improve the work unit and
more precise ways of meeting goals set. organization.

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

Note: The assessment in the demonstration of competencies shall not be reflected in the final rating. These competencies are monitored to inform professional development plans (DepEd Order No. 2, s. 2015, p. 9).
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) SUMMARY SHEET
Teacher I-III (Proficient Teacher)

Name of Employee: ANALYN L. MALINIS Name of Rater: RICHELLE R. NAONAO

Position: TACHER I Position: MASTER TEACHER I
Bureau/Center/Service/Division: DULAPO ELEMENTARY SCHOOL Date of Review: JULY 15, 2022
Rating Period: SY 2021-2022 (August 2021-July 2022)

Weight per Weight per Numerical Ratings

KRA Objectives Score
KRA Objective Q E T Ave
Objective 1 5% 5 5.000 0.250
Objective 2 5% 5 5.000 0.250
KRA 1 20%
Objective 3 5% 5 5.000 0.250
Objective 4 5% 5 5.000 0.250
Objective 5 5% 5 5.000 0.250
Objective 6 5% 5 5.000 0.250
KRA 2 20%
Objective 7 5% 5 5.000 0.250
Objective 8 5% 5 5.000 0.250
Objective 9 5% 5 5.000 0.250
Objective 10 5% 5 5.000 0.250
KRA 3 20%
Objective 11 5% 5 5.000 0.250
Objective 12 5% 5 5.000 0.250
Objective 13 5% 5 5.000 0.250
Objective 14 5% 5 5.000 0.250
Objective 15 5% 5 5.000 0.250
KRA 4 30%
Objective 16 5% 5 5.000 0.250
Objective 17 5% 5 5.000 0.250
Objective 18 5% 5 5.000 0.250
KRA 5 10% Objective 19 10% 5 5.000 0.500
Final Rating 5.000
Adjectival Rating Outstanding
ANALYN L. MALINIS RICHELLE R. NAONAO 0
Ratee Rater Approving Authority
 PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies

B. Core Behavioral Competencies

Feedback:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
_________________________

ANALYN L. MALINIS RICHELLE R. NAONAO 0

RATEE RATER APPROVING AUTHORITY
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) ENCODING SHEET
Master Teacher I-IV (Highly Proficient Teacher)

Name of Employee: RICHELLE R. NAONAO Name of Rater: FELLY S. GALAY, EdD

Position: MASTER TEACHER I Position: PRINCIPAL I
Bureau/Center/Service/DivisionDULAPO ELEMENTARY SCHOOL Date of Review: JLUY 15, 2022
Rating Period: SY 2021-2022 (August 2021-July 2022)

COT/Supp COT/Supp
Weight Material/TRF 1 Material/TRF 2
COT Indicator No. Numerical Ratings
KRA Weight per KRA Objectives per
(Set)
Objective COT RPMS 5-pt COT RPMS 5-pt
Rating Scale Rating Scale Q E T
Objective 1 5% 1 8 5 8 5 5
Objective 2 5% 5 5 5
KRA 1 20%
Objective 3 5% 2 8 5 8 5 5
Objective 4 5% 3 8 5 8 5 5
Objective 5 5% 4 8 5 8 5 5
Objective 6 5% 5 8 5 8 5 5
KRA 2 20%
Objective 7 5% 5 5 5
Objective 8 5% 5 5 5
SET A (COT) 0 0
Objective 9 5% 6
SET B (TRF) 5 5 5
SET A (COT) 0 0
KRA 3 20% Objective 10 5% 7
SET B (TRF) 5 5 5
Objective 11 5% 5
Objective 12 5% 5
Objective 13 5% 5
Objective 14 5% 5
Objective 15 5% 5
KRA 4 30%
Objective 16 5% 5
Objective 17 5% 5
KRA 4 30%

Objective 18 5% 5
KRA 5 10% Objective 19 10% 5
Final Rating
Adjectival Rating

RICHELLE R. NAONAO FELLY S. GALAY, EdD ROBERT

Ratee Rater Approving Au
EET

ical Ratings Score

Ave
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
0.000 0.000
5.000 0.250
0.000 0.000
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
 5.000 0.250
5.000 0.500
5.000
Outstanding

ROBERTO
Approving Authority
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR MASTER TEACHERS I-IV

Name of Employee: RICHELLE R. NAONAO Name of Rater: FELLY S. GALAY, EdD

Position: MASTER TEACHER I Position: PRINCIPAL I
Bureau/Center/Service/Division: DULAPO ELEMENTARY SCHOOL Date of Review: JLUY 15, 2022
Rating Period: SY 2021-2022 (August 2021-July 2022)

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

PERFORMANCE INDICATORS
WEIGHT Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor ACTUAL Rating
MFO KRAS OBJECTIVES TIMELINE QET SCORE
PER KRA RESULTS (Quality)
5 4 3 2 1
1. Content
Knowledge and
1. Modelled
effective
SY 2021-
2022 20% Quality Modelled Level 8 in
Objective 1 as
Modelled Level 7 in
Objective 1 as
Modelled Level 6 in
Objective 1 as
Modelled Level 5 in
Objective 1 as
Modelled Level 4 in Modelled Level
Objective 1 as 8 in Objective 1
5 0.250
as shown in the
Pedagogy applications of shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT COT rating
content rating sheets rating sheets rating sheets rating sheets rating sheets OR No sheets
knowledge within acceptable evidence
and across was shown.
curriculum
teaching areas.
Basic Education Services

2. Evaluated with SY 2021- Quality Modelled and Modelled and Modelled and Modelled and evaluated No acceptable
with colleagues effective evidence was
Modelled and
evaluated with
5 0.250
colleagues the 2022 evaluated with evaluated with evaluated with
effectiveness of colleagues effective colleagues effective colleagues effective strategy/ies that reflect/s shown colleagues

teaching strategies that reflect strategies that reflect strategies that reflect application of relevant effective
teaching practices that strategies that
adjustments or integration of well- consistent application promote critical literacy
strategies that reflect
modifications in connected teaching of relevant teaching and/or critical numeracy adjustments or
promote learner teaching practices to practices that promote practices that promote skills in some aspects of modifications in
achievement in enhance critical critical literacy and/or critical literacy and/or the lesson as evidenced teaching
literacy and literacy and/or critical critical numeracy skills critical numeracy skills by the submitted practices to
numeracy numeracy skills as as evidenced by the in all aspects of the learning material enhance critical
evidenced by the submitted learning lesson as evidenced literacy and/or
submitted learning material by the submitted critical numeracy
skills as
material learning material evidenced by
the submitted
learning material
 3. Modelled and SY 2021- Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in Modelled Level
8 in Objective 3
5 0.250
supported 2022 Objective 3 as Objective 3 as Objective 3 as Objective 3 as Objective 3 as
colleagues in the as shown in the
shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT COT rating
proficient use of rating sheets rating sheets rating sheets rating sheets rating sheets OR No sheets
Mother Tongue,
acceptable evidence
Filipino and English
to improve teaching
was shown.
and learning, as
well as to develop
learners’ pride of
their language,
heritage and
culture.

4. Displayed a SY 2021- Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in Modelled Level
8 in Objective 4
5 0.250
wide range of 2022 Objective 4 as Objective 4 as Objective 4 as Objective 4 as Objective 4 as
effective verbal and as shown in the
shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT COT rating
non-verbal rating sheets rating sheets rating sheets rating sheets rating sheets OR No sheets
classroom
acceptable evidence
communicatio n
strategies to
was shown.
support learner
understanding,
participation,
engagement and
achievement

2. Learning
Environment
5. Exhibited
effective
SY 2021-
2022 20% Quality Modelled Level 8 in
Objective 5 as
Modelled Level 7 in
Objective 5 as
Modelled Level 6 in
Objective 5 as
Modelled Level 5 in
Objective 5 as
Modelled Level 4 in Modelled Level
Objective 5 as 8 in Objective 5
5 0.250
as shown in the
strategies that shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT COT rating
ensure safe and rating sheets rating sheets rating sheets rating sheets rating sheets OR No sheets
secure learning acceptable evidence
environments to was shown.
enhance learning
through the
consistent
implementation of
policies,
guidelines and
procedures
6. Exhibited SY 2021- Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in Modelled Level
8 in Objective 6
5 0.250
effective practices 2022 Objective 6 as Objective 6 as Objective 6 as Objective 6 as Objective 6 as
as shown in the
to foster learning shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT COT rating
environments that rating sheets rating sheets rating sheets rating sheets rating sheets OR No sheets
promote fairness, acceptable evidence
respect and care was shown.
to encourage
learning

Modelled
7. Worked with SY 2021- Quality Modelled varying Modelled varying Modelled effective Modelled an No acceptable
varying
5 0.250
colleagues to 2022 strategies that strategies that strategies that effective strategy evidence was
strategies that
share successful sustain a supportive sustain a supporting promote a that promote a shown sustain a
strategies that learning learning supportive learning supportive learning supportive
sustain supportive environment for environment and environment and environment and learning
learning learners to feature all elements engage learners to engage learners to environment for
learners to
environments that recognize each of collaborative participate, participate, recognize each
nurture and other’s learning learning as shown in cooperate, and/or cooperate, and/or other’s learning
inspire learners to strengths and value the submitted collaborate in collaborate in class strengths and
participate, the contribution of learning material continued learning discussions as value the
contribution of
cooperate and others as evidenced as shown in the shown in the
others as
collaborate in by the submitted submitted learning submitted learning evidenced by
continued learning material materials materials the submitted
learning learning material
 8. Modelled SY 2021- Quality Modelled and Modelled and Modelled and Modelled and No acceptable Modelled and
discussed with
5 0.250
successful 2022 discussed with discussed with discussed with discussed with evidence was
colleagues
strategies and colleagues effective colleagues colleagues varied colleagues a shown effective
supported strategies that consistent teaching practices teaching practice strategies that
colleagues in reflect modifications application of that successfully that successfully reflect
promoting in teaching practices teaching practices motivate learners to motivate learners to modifications in
teaching
learning to sustain learner that successfully work productively by work productively by practices to
environments that motivation in motivate learners to assuming assuming sustain learner
effectively monitoring and monitor and responsibility for responsibility for motivation in
motivate learners evaluating their own evaluate their own their own learning their own learning monitoring and
evaluating their
to work learning as shown in learning as shown in as shown in the as shown in the
own learning as
productively by the submitted the submitted submitted learning submitted learning shown in the
assuming learning material learning material material material submitted
responsibility for learning material
their own learning

3. Diversity of 9. Assisted SY 2021-

20% Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in 0 0.000
#N/A
Learners, colleagues to 2022 (SET A) Objective 9 as Objective 9 as Objective 9 as Objective 9 as Objective 9 as
Curriculum and design, adapt and shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
Planning & implement rating sheets rating sheets rating sheets rating sheets rating sheets OR No
Assessment and teaching acceptable evidence
Reporting strategies that are was shown.
responsive to
learners with
disabilities,
giftedness and
talents
Planning & implement
Assessment and teaching
Reporting strategies that are
responsive to
learners with
disabilities, Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated
Level 5 as
5 0.250
giftedness and (SET B) 5 as shown in the 4 as shown in the 3 as shown in the 2 as shown in the 1 as shown in the
shown in the
talents TRFs TRFs TRFs TRFs TRFs OR No TRFs
acceptable evidence
was shown

10. Developed SY 2021- Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #N/A 0 0.000
and applied 2022 (SET A) Objective 10 as Objective 10 as Objective 10 as Objective 10 as Objective 10 as
teaching shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
strategies to rating sheets rating sheets rating sheets rating sheets rating sheets OR No
address acceptable evidence
effectively the was shown.
needs of learners
from indigenous
groups

Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated
Level 5 as
5 0.250
(SET B) 5 as shown in the 4 as shown in the 3 as shown in the 2 as shown in the 1 as shown in the
shown in the
TRFs TRFs TRFs TRFs TRFs OR No TRFs
acceptable evidence
was shown
11. Worked SY 2021- Quality Worked with Worked with Worked with Evaluated the No acceptable Worked with
colleagues in
5 0.250
collaboratively 2022 colleagues in colleagues in listing colleagues in design of learning evidence was
redesigning
with colleagues to redesigning learning detailed evaluating the programs that shown learning
evaluate the programs based on recommendations design of learning develop the programs based
design of learning the list of on improving the programs that knowledge and on the list of
programs that recommendations design of learning develop the skills of learners at recommendation
s as evidenced
develop the as evidenced by programs based on knowledge and different ability by MOV No. 1
knowledge and MOV No. 1 the results of skills of learners at levels without the
skills of learners evaluation as different ability help of colleagues
at different ability evidenced by MOV levels as evidenced as evidenced by
levels No. 2 by MOV No. 3 MOV No. 4

12. Worked SY 2021- Quality Evaluated activities Implemented Explored Planned activities No acceptable Evaluated
activities with
5 0.250
collaboratively 2022 with colleagues by activities with interventions with with colleagues to evidence was
colleagues by
with colleagues to looking for key colleagues to colleagues to address the use of shown looking for key
analyze and success indicators address the use of address utilization of assessment data to success
utilize (p. 14, DO 35, s. assessment data to assessment data modify practices indicators (p. 14,
assessment data 2016) as evidenced modify practices which could be in and/or programs as DO 35, s. 2016)
as evidenced by
to modify by the submitted and/or programs as the form of learning evidenced by the the submitted
practices and MOV evidenced by the materials, submitted MOV MOV
programs to submitted MOV instructional
further support materials,
learner progress equipment,
and achievement strategies in
teaching, modality in
teaching, program,
etc. (p. 9, DO 35, s.
2016) as evidenced
by the submitted
MOV
 30% Quality 5 0.250
4. Community 13. Reflected on SY 2021- Synthesized the Consulted Conducted FGD Conducted a survey No acceptable Synthesized the
and evaluated 2022 evaluations from the parents, guardians, with teachers on to gather feedback evidence was evaluations from
Linkages and the wider school
Professional learning wider school and/or other programs, projects, on programs, shown community of
Engagement & environments that community of the external and/or activities that projects, and/or the programs,
Personal Growth are responsive to programs, projects, stakeholders on maintain the activities that are projects, and/or
community and/or activities that programs, projects, learning responsive to activities that
and Professional maintain the
contexts maintain the and/or activities that environments community contexts
Development learning maintain the responsive to as evidenced by
learning
environment
environment learning community context MOV No. 4 responsive to
responsive to environments to reflect on and community
context as
community context responsive to evaluate them as
evidenced by
as evidenced by community context evidenced by MOV MOV No. 1
MOV No. 1 to reflect on and No. 3
evaluate them as
evidenced by MOV
No. 2
14. Discussed SY 2021- Quality Discussed with Discussed with Discussed with Planned for a No acceptable Discussed with
colleagues
5 0.250
with colleagues 2022 colleagues teaching colleagues teaching colleagues teaching discussion of evidence was
teaching and
teaching and and learning and learning and learning teaching and shown learning
learning practices practices that practices that practices that learning practices practices that
that apply existing adhere to laws, adhere to laws, adhere to laws, that adhere to laws, adhere to laws,
codes, laws and regulations, and regulations, and regulations, and regulations, and regulations, and
responsibilities
regulations that responsibilities responsibilities responsibilities responsibilities specified in the
apply to the specified in the specified in the specified in the specified in the Code of Ethics
teaching Code of Ethics for Code of Ethics for Code of Ethics for Code of Ethics for for Professional
profession, and Professional Professional Professional Professional Teachers and
reviewed the
the Teachers and Teachers and Teachers as Teachers as
annotated
responsibilities reviewed the reviewed the evidenced by MOV evidenced by MOV evidence of
specified in the annotated evidence personal reflection No. 3 No. 4 practice of
Code of Ethics for of practice of notes of colleagues colleagues as
Professional colleagues as as evidenced by evidenced by
MOV No. 1
Teachers evidenced by MOV MOV No. 2
No. 1
15. Exhibited SY 2021- Quality Evaluated with Conducted Discussed with Implemented No acceptable Evaluated with
teachers the
5 0.250
commitment to 2022 teachers the discussions with teachers certain school policies and evidence was
implementation
and supported implementation of teachers on the school policies and procedures as shown of certain school
teachers in the certain school progress of procedures for evidenced by MOV policies and
implementation of policies and implementation of uniform No. 4 procedures as
school policies procedures as certain school implementation as evidenced by
MOV No. 1
and procedures to evidenced by MOV policies and evidenced by MOV
foster harmonious No. 1 procedures as No. 3
relationships with evidenced by MOV
learners, parents No. 2
and other
stakeholders

16. Manifested a SY 2021- Quality Evaluated Implemented Planned for an Demonstrated a No acceptable Evaluated
lesson plans of
5 0.250
learner- centered 2022 lesson plans of plan for an activity activity to support learner-centered evidence was
colleagues to
teaching colleagues to to support colleagues in teaching philosophy shown enhance their
philosophy in enhance their own colleagues in enhancing their own in one aspect of own learner-
various aspects of learner- centered enhancing their own learner- centered practice (i.e., lesson centered
practice and teaching practice as learner- centered teaching practice as planning) as teaching
practice as
support evidenced by MOV teaching practice as evidenced by MOV evidenced by MOV evidenced by
colleagues in No. 1 evidenced by MOV No. 3 No. 4 MOV No. 1
enhancing their No. 2
own learner-
centered teaching
philosophy
17. Identified and SY 2021- Quality Identified and Identified and Identified and Identified personal No acceptable Identified and
utilized personal
5 0.250
utilized personal 2022 utilized personal utilized personal utilized personal professional evidence was
professional
professional professional professional professional strengths that shown strengths to
strengths to strengths to uphold strengths to uphold strengths to uphold uphold the dignity of uphold the
uphold the dignity the dignity of the dignity of the dignity of teaching as a dignity of
of teaching as a teaching as a teaching as a teaching as a profession as teaching as a
profession to
profession to help profession to help profession to help profession to help evidenced by MOV help build a
build a positive build a positive build a positive build a positive No. 4 positive teaching
teaching and teaching and teaching and teaching and and learning
learning culture learning culture learning culture learning culture culture within the
school by
within the school within the school by within the school by within the school in
inspiring unity in
inspiring unity in initiating activities to responding to an responding to
responding to avoid potential issue or a potential threats
potential threats and threats and risks to challenging situation and risks to the
risks to the school the school as evidenced by school
community as
community as community as MOV No. 3 evidenced by
evidenced by MOV evidenced by MOV MOV No. 1
No. 1 No. 2

18. Reflected on SY 2021- Quality Updated Conducted Planned for Accomplished the e- No acceptable Updated
professional
5 0.250
the Philippine 2022 professional mid-year review with professional SAT at the evidence was
development
Professional development goals colleagues as development based beginning of the shown goals during
Standards for during Phase II of evidenced by MOV on e- SAT results as school year as Phase II of the
Teachers to plan the RPMS Cycle as No. 2 or 3 evidenced by MOV evidenced by MOV RPMS Cycle as
personal evidenced by MOV No. 4 No.5 evidenced by
MOV No.1
professional No.1
development
goals and assist
colleagues in
planning and
achieving their
own goals
 10% Quality 5 0.500
5. Plus Factor 19. Performed SY 2021- Performed at least 1 Performed at least 1 Performed at least 1 Performed at least 1 No acceptable Performed at
various related 2022 related work/activity related work/activity related work/activity related work/activity evidence was least 1 related
work/activity that
works/activities that contribute to the that contribute to the that contribute to the that contributed to shown contribute to the
that contribute to teaching-lerning teaching-lerning teaching-lerning the teaching- teaching-lerning
the teaching- process beyond the process within the process within the learning process process beyond
learning process school/Community school/Community learning within the class as the
school/Communi
Learning Center Learning Center area/department as evidenced by ty Learning
(CLC) as evidenced (CLC) as evidenced evidenced by submitted MOV Center (CLC) as
by submitted MOV by submitted MOV submitted MOV evidenced by
submitted MOV

RATING FOR OVERALL ACCOMPLISHMENTS Outstanding 5.000

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

RICHELLE R. NAONAO FELLY S. GALAY, EdD ROBERTO

Ratee 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 Teamwork

1. Sets personal goals and directions, needs and development. 1. Willingly does his/her share of responsibility.

2. Undertakes personal actions and behavior that are clear and purposive and takes into account personal 2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the
goals and values congruent to that of the organization. organization.

3. Displays emotional maturity and enthusiasm for and is challenged by higher goals. 3. Applies negotiation principles in arriving at win-win agreements.

4. Prioritizes work tasks and schedules (through Gantt chants, checklists, etc.) to achieve goals. 4. Drives consensus and team ownership of decisions.

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
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.
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.
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. 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 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
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 4. Translates creative thinking into tangible changes and solutions that improve the work unit and
more precise ways of meeting goals set. organization.

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

Note: The assessment in the demonstration of competencies shall not be reflected in the final rating. These competencies are monitored to inform professional development plans (DepEd Order No. 2, s. 2015, p. 9).
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) SUMMARY SHEET
Master Teacher I-IV (Highly Proficient Teacher)

Name of Employee: RICHELLE R. NAONAO Name of Rater: FELLY S. GALAY, EdD

Position: MASTER TEACHER I Position: PRINCIPAL I
Bureau/Center/Service/Division: DULAPO ELEMENTARY SCHOOL Date of Review: JLUY 15, 2022
Rating Period: SY 2021-2022 (August 2021-July 2022)

Weight per Weight per Numerical Ratings

KRA Objectives Score
KRA Objective Q E T Ave
Objective 1 5% 5 5.000 0.250
Objective 2 5% 5 5.000 0.250
KRA 1 20%
Objective 3 5% 5 5.000 0.250
Objective 4 5% 5 5.000 0.250
Objective 5 5% 5 5.000 0.250
Objective 6 5% 5 5.000 0.250
KRA 2 20%
Objective 7 5% 5 5.000 0.250
Objective 8 5% 5 5.000 0.250
Objective 9 5% 5 5.000 0.250
Objective 10 5% 5 5.000 0.250
KRA 3 20%
Objective 11 5% 5 5.000 0.250
Objective 12 5% 5 5.000 0.250
Objective 13 5% 5 5.000 0.250
Objective 14 5% 5 5.000 0.250
Objective 15 5% 5 5.000 0.250
KRA 4 30%
Objective 16 5% 5 5.000 0.250
Objective 17 5% 5 5.000 0.250
Objective 18 5% 5 5.000 0.250
KRA 5 10% Objective 19 10% 5 5.000 0.500
Final Rating 5.000
Adjectival Rating Outstanding
RICHELLE R. NAONAO FELLY S. GALAY, EdD ROBERTO
Ratee Rater Approving Authority
 PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies

B. Core Behavioral Competencies

Feedback:
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RICHELLE R. NAONAO FELLY S. GALAY, EdD ROBERTO

RATEE RATER APPROVING AUTHORITY