PERFORMANCE REVIEW FOR TEACHING PERSONNEL

School Year 2021-2022

Directions: Revisit your OPCRF/ IPCRF for School Year 2020-2021, Focus on your target per KRA, Accomplish SY 2020-2021 Performance Review Proforma 1.

Proforma 1: Individual
Plantilla Position: Teacher II

KRAs Objectives Ratee's Rating Rater's Rating

1. Content Knowledge 1. Applied knowledge of content within and across

5 5
and Pedagogy curriculum teaching areas.

1. Content Knowledge 2. Ensured the positive use of ICT to facilitate the teaching
5 5
and Pedagogy and learning process
 3. Applied a range of teaching strategies to develop critical
1. Content Knowledge
and creative thinking, as well as other higher-order thinking 5 5
and Pedagogy
skills

2. Diversity of Learners &

4. Established a learnercentered culture by using teaching
Assessment and
strategies that respond to their linguistic, cultural, 3 3
Reporting
socioeconomic and religious backgrounds

5. Planned and delivered teaching strategies that are

responsive to the special educational needs of learners in
2. Diversity of Learners &
difficult circumstances*, including: geographic isolation;
Assessment and 4 4
chronic illness; displacement due to armed conflict, urban
Reporting
resettlement or disasters; child abuse and child labor
practices
2. Diversity of Learners &
Assessment and 6. Used strategies for providing timely, accurate and
5 5
Reporting constructive feedback to improve learner performance

7. Selected, developed, organized and used appropriate

3. Curriculum and
teaching and learning resources, including ICT, to address 4 4
Planning
learning goals

3. Curriculum and 8. Set achievable and appropriate learning outcomes that

5 5
Planning are aligned with learning competencies
4. Community Linkages
and Professional 9. Built relationships with parents/ guardians and the wider
Engagement & Personal school community to facilitate involvement in the educative 5 5
Growth and Professional process
Development
4. Community Linkages
and Professional 10. Participated in professional networks to share
Engagement & Personal knowledge and to enhance practice 4 4
Growth and Professional
Development
4. Community Linkages
and Professional 11. Developed a personal improvement plan based on
Engagement & Personal reflection of one’s practice and ongoing professional 3 3
Growth and Professional learning
Development

12.Performed various related works/activities that

4. Assessment and
contribute to the teachinglearning process 3 3
Reporting

AVERAGE ACCOMPLISHMENT
Prepared by:

Name: CATHERINE F. A
Plantilla Position: Teacher II
Date of Original Appointment: February 26, 2022
PERSONNEL
Performance Review Proforma 1.

Issues/ Gaps
Due to the modality that the school currently have, the learnercentered culture is
rarely practiced because there is almost no teacher-students personal/ face to
face interactions.

Even as a teacher, I homevisit, texted/ communicated with parents and guardians

and have given simplified activities, there is not enough participation and
cooperation with students and parents themselves.

Students cannot use the ICT developed learning resources created by the teacher
due to reasons of slow internet connection especially after Typhoon Odette.
The teacher less than 20 home visitations, attended inset trainings, however not
attended new webinars

The teacher wasn't able to enroll for more units in her doctorate degree but has
been able to finish her Thesis in her Masters studies.

The teacher has not enough performed various related activities due to time
constraint and suspension of classes right after the natural calamity that hits Cebu.
 PERFORMANCE REVIEW FOR TEACHING PERSONNEL
School Year 2021-2022
Directions: Revisit your OPCRF/ IPCRF for School Year 2020-2021, Focus on your target per KRA, Accomplish SY 2020-2021 Performance Review Proforma 2.

Proforma 2: Individual (Issues and Gaps)

Plantilla Position: Teacher II

KRAs Objectives Issues / Gaps Hindering Factors

1. Content Knowledge and 1. Applied knowledge of content within and across curriculum
Pedagogy teaching areas.

1. Content Knowledge and 2. Ensured the positive use of ICT to facilitate the teaching and
Pedagogy learning process
1. Content Knowledge and 3. Applied a range of teaching strategies to develop critical and
Pedagogy creative thinking, as well as other higher-order thinking skills

2. Diversity of Learners & 4. Established a learnercentered culture by using teaching Due to the modality that the school currently have, the
learnercentered culture is rarely practiced because Different Learning
Assessment and Reporting strategies that respond to their linguistic, cultural, socioeconomic
and religious backgrounds
there is almost no teacher-students personal/ face to
face interactions.
Modalities

5. Planned and delivered teaching strategies that are responsive

to the special educational needs of learners in difficult Even as a teacher, I homevisit, texted/ communicated
2. Diversity of Learners & with parents and guardians and have given simplified Pandemic Situation
circumstances*, including: geographic isolation; chronic illness;
Assessment and Reporting
displacement due to armed conflict, urban resettlement or
activities, there is not enough participation and
cooperation with students and parents themselves.
of Learners
disasters; child abuse and child labor practices

2. Diversity of Learners &

6. Used strategies for providing timely, accurate and constructive
Assessment and Reporting
feedback to improve learner performance

7. Selected, developed, organized and used appropriate Students cannot use the ICT developed learning
Scarcity of software in
resources created by the teacher due to reasons of
3. Curriculum and Planning teaching and learning resources, including ICT, to address slow internet connection especially after Typhoon
schools, non-availability, of
ICT resources
learning goals Odette.

8. Set achievable and appropriate learning outcomes that are

3. Curriculum and Planning
aligned with learning competencies

4. Community Linkages and

9. Built relationships with parents/ guardians and the wider
Professional Engagement &
school community to facilitate involvement in the educative
Personal Growth and
process
Professional Development
4. Community Linkages and
10. Participated in professional networks to share knowledge
Professional Engagement & The teacher less than 20 home visitations, attended Pandemic Situation
and to enhance practice
Personal Growth and inset trainings, however not attended new webinars of Learners
Professional Development

4. Community Linkages and

The teacher wasn't able to enroll for more units in her Pandemic Situation
Professional Engagement & 11. Developed a personal improvement plan based on reflection doctorate degree but has been able to finish her Thesis
Personal Growth and of one’s practice and ongoing professional learning in her Masters studies. of Teacher
Professional Development

12.Performed various related works/activities that contribute to The teacher has not enough performed various related
4. Assessment and Pandemic, Natural
the teachinglearning process activities due to time constraint and suspension of
Reporting classes right after the natural calamity that hits Cebu. calamity

Prepared by:

Name: CATHERINE F. ABABON

Plantilla Position: Teacher II
Date of Original Appointment: February 26, 2022
RSONNEL
ce Review Proforma 2.

Required Resources
Plan of Action (Manpower/Money,
Materials/Machinery

Maintain and
Continue to
Improve.

Maintain and
Continue to
Improve.
 Maintain and
Continue to
Improve.

Research and apply

Money, learning
for different teaching
Materials
strategies

Prepare different
Money, learning
Activity sheets to
Materials
suit learners' need

Maintain and
Continue to
Improve.

Improve
Money, tablets,
technological
computers
infrastructures

Maintain and
Continue to
Improve.

Maintain and
Continue to
Improve.
 Build community
connections Money and community
include attending a connections
community events, etc.

Improvement of Money and training

confidence, knowledge, and
communication skills opportunities

Money and Digital

Set realistic goals assessment

INE F. ABABON
I
, 2022
 PERFORMANCE REVIEW FOR TEACHING PERSONNEL
School Year 2021-2022
Directions: Accomplish CY 2021 PYeR. Focus on the KRAs/ Objectives with 90% and above accomplishment.

Proforma 3: Individual (Facilitating Factors and Lesson Learned)

Plantilla Position: Teacher II

KRAs Objectives Facilitating factors

1. Content Knowledge and 1. Applied knowledge of content within and across curriculum Expertise and number years of teaching of the
Pedagogy teaching areas. teacher

1. Content Knowledge and 2. Ensured the positive use of ICT to facilitate the teaching and Interest, ability of learners and availability of
Pedagogy learning process ICT resources
1. Content Knowledge and 3. Applied a range of teaching strategies to develop critical and Knowledge and application of different teaching
Pedagogy creative thinking, as well as other higher-order thinking skills strategies of the teacher

2. Diversity of Learners & 4. Established a learnercentered culture by using teaching

Assessment and Reporting strategies that respond to their linguistic, cultural, socioeconomic
and religious backgrounds
5. Planned and delivered teaching strategies that are responsive
to the special educational needs of learners in difficult
2. Diversity of Learners &
circumstances*, including: geographic isolation; chronic illness;
Assessment and Reporting
displacement due to armed conflict, urban resettlement or
disasters; child abuse and child labor practices
2. Diversity of Learners &
6. Used strategies for providing timely, accurate and constructive
Assessment and Reporting Using Timely and Appropriate Strategies
feedback to improve learner performance

7. Selected, developed, organized and used appropriate

3. Curriculum and Planning teaching and learning resources, including ICT, to address
learning goals

8. Set achievable and appropriate learning outcomes that are Achievable and Appropriate Learning
3. Curriculum and Planning Outcomes
aligned with learning competencies

4. Community Linkages and

9. Built relationships with parents/ guardians and the wider
Professional Engagement & Harmonious relationship with parents and
school community to facilitate involvement in the educative Guardians
Personal Growth and
process
Professional Development
4. Community Linkages and
10. Participated in professional networks to share knowledge
Professional Engagement &
and to enhance practice
Personal Growth and
Professional Development
4. Community Linkages and
Professional Engagement & 11. Developed a personal improvement plan based on reflection
Personal Growth and of one’s practice and ongoing professional learning
Professional Development

12.Performed various related works/activities that contribute to

4. Assessment and
the teachinglearning process
Reporting

CATHERINE F. ABABON
Teacher II
February 26, 2022
PERSONNEL

esson Learned)

Lessons Learned

In comparison to a less prepared or less experienced

teacher, a teacher with higher content knowledge who
knows how to teach a subject to a specific audience should
produce student improvements.

Students get more engaged in their work when ICT is being

used in class. This is due to the fact that technology allows
for many approaches to make teaching the same thing more
entertaining and enjoyable.
 Strategies help students begin to understand the
process of learning. Strategies help students to bypass
their areas of weakness and to perform at the level at which
they are capable. Strategies promote flexible thinking and
teach students the importance of shifting their approaches to
different tasks.

Regular feedback helps learners efficiently direct

their attention and energies, helps them avoid major
errors and dead ends, and keeps them from learning
things they later will have to unlearn at great cost.

The goal's achievability should be stretched enough to

make you feel challenged, yet clearly defined enough
that you can actually do it.

Where there is trust, people work together more

easily and effectively.
Name of Employees: JESSE B. ABABON Rater: CHEY A. MIER Region: Region VII- Central Vis

Position: Teacher II Position: MASTER TEACHER 1 Division: CEBU PROVINCE

Employee ID No: 4171122 Date of Review: FEBRUARY 22, 2022 District/Municipality: South District Elemen

Employment Status: Regular Permanent Rating Period: 2021-2022 School Name: CADULAWAN INTEGRATED
Age: 46-50 School ID: 502122

Sex: Male ber of Years in Teaching: Over 10 years School Type: Urban

Level Taught: Elementary Highest Degree Obtained: Bachelor's Degree School Size: Medium

Grade level Taught: Grade 6 Curr. Classification: Grade 1- Grade 6

Subject Taught: TLE/EPP-HE Area of Specialization General sacience

COT COT 1 COT 2

IPCRF Numerical Ratings
Weight Weight per Indicato
KRA per KRA Objectives Objective r RPMS RPMS Ave Score
Number Rating 5-pt Rating 5-pt Q E T Average
Scale Scale

Objective 1 8.0% 1 6 4 6 4 4 4.000 4.000 0.320

Ensured that the ICT used redefine and transform learning

KRA 1 Objective 2 8.0% experiences and are documented properly and consistently using 5.000 5.000 0.400
any referencing style as shown in the submitted learning material

Applied teaching strategies that challenge learners to draw

conclusions and justify their thinking or put parts together to
promote deeper understanding of ideas learned as shown in the
Objective 3 8.0% submitted learning material 5.000 5.000 0.400

Utilized effective teaching strategies that are appropriate in

responding to learners’ linguistic, cultural, socioeconomic, or
Objective 4 8.0% religious backgrounds at an individual level* as shown in the 4.000 4.000 0.320
submitted learning material

KRA 2 Objective 5 8.0% 2 6 4 6 4 4 4.000 4.000 0.320

Provided learners with accurate, and specific constructive

Objective 6 8.0% feedback as shown in the evidence submitted 4.000 4.000 0.320

Objective 7 8.0% 3 6 4 6 4 4 4.000 4.000 0.320

KRA 3
All of the learning outcomes set are aligned with the learning
Objective 8 8.0% competencies as shown in the MOV submitted 4.000 4.000 0.320
 Sustained engagement with parents/ guardians and/or wider
school community to facilitate involvement in the educative
Objective 9 8.0% process as evidenced by 2 or more of MOV no. 1 or 2
4.000 1.000 4.000 0.320

Participated in any professional network/activity that requires

output* and proof of implementation ** within the school to share
KRA 4 Objective 10 8.0% knowledge and to enhance practice as evidenced by the
4.000 1.000 4.000 0.320
submitted MOV

Updated the Development Plan and approved by the rater during

Objective 11 8.0% Phase II of the RPMS cycle
4.000 1.000 4.000 0.320

Performed at least 1 related work/activity that contributed to the

Plus Factor Objective 12 12.0% teachinglearning process beyond the school/ Community 4.000 1.000 4.000 0.480
Learning Center (CLC) as evidenced by submitted MOV

Final Rating 4.160

Date Observed NOVEMBER
Adjectival Rating Very Satisfa

RPMS Objectives MEANS OF VERIFICATION PRESENTED

Any supplementary material (in print/digital format) made by the ratee and used in the lesson delivery

2. Ensured the positive use of ICT to Activity sheet/s

facilitate the teaching and learning process One lesson from a locally crafted self-learning module (SLM)
Lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes)
Video lesson
Audio lesson

Other learning materials in print/digital format (please specify and provide annotations)
Any supplementary material (in print/digital format) made by the ratee and used in the lesson delivery
Activity sheet/s
3. Applied a range of teaching strategies to One lesson from a locally crafted self-learning module (SLM)
develop critical and creative thinking, as Lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes)
well as other higher-order thinking skills
Video lesson
Audio lesson
Other learning materials in print/digital format (please specify and provide annotations)
Any supplementary material (in print/digital format) made by the ratee and used in the lesson delivery
Activity sheet/s
4. Established a learner-centered culture One lesson from a locally crafted self-learning module (SLM)
by using teaching strategies that respond
to their linguistic, cultural, socioeconomic Lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes)
and religious backgrounds Video lesson
Audio lesson
Other learning materials in print/digital format (please specify and provide annotations)
Evidence that highlights providing accurate and constructive feedback to improve learner performance and that shows timeliness of feedback given to
any of the following :
Activity sheet/s
6. Used strategies for providing timely, Performance task
accurate and constructive feedback to
Portfolio
improve learner performance
Quiz or Test
Self-Learning Module

One lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes) or one lesson from a self-learning module prepared by the ratee with achievable and
appropriate learning outcomes that are aligned with the learning competencies as shown in any of the following:
Lecture/discussion
8. Set achievable and appropriate learning Activity/activity sheet
outcomes that are aligned with learning
Performance task
competencies
Rubric for assessing performance using criteria that appropriately describe the target output

1. Proof of participation in any activity for improved access to education such as, but not limited to the ff. activities

Distribution of learning materials to learners/parents (e.g., receipt form/monitoring form during distribution of learning materials, etc.)
Brigada Eskwela (e.g., commitment form to stakeholders, developed advocacy materials, certificate of participation that involves parents’/stakeholders’ engagement signed by
the school head, etc.)
Home visitation (e.g., home visitation form, etc.)

Others (please specify and provide annotations)

2. Parent-teacher log or proof of other stakeholders meeting

9. Built relationships with parents/ One-on-one parent-teacher-learner conference log

guardians and the wider school community Attendance sheet with minutes of online or face-to-face meeting
to facilitate involvement in the educative
process proof of involvement in the learners’/parents’ orientation
Others (please specify and provide annotations)

3. Any form of communication to parents/stakeholders


10. Participated in professional networks
to share knowledge and to enhance
practice
Supporting MOVs
11. Developed a personal improvement
plan based on reflection of one’s practice
and ongoing professional learning.
Proof of
12. Performed various related
works/activities that contribute to the
teaching-learning process (Plus Factor)
Notice of meeting; screenshot of chat/text message/communication with parent/guardian [name or any identifier removed]
Digital/ printed copy of Learner Enrollment Survey Form signed by the ICT Coordinator/Focal person and School Head)
Others (please specify and provide annotations)
Certificate of Completion in a course or training
Certificate of participation in a webinar, retooling, upskilling, and other training/ seminar/ workshop with proof of implementation
Certificate of recognition/ speakership in a webinar, retooling, upskilling, and other training/ seminar/ workshop
Any proof of participation to a benchmarking activity
Any proof of participation in school LAC sessions (online/face-to-face) certified by the LAC Coordinator
Others (please specify and provide annotations)
Individual Performance and Commitment Review FormDevelopment Plan (IPCRF-DP) -Main MOV
Reflection of one’s practice during on LAC sessions with proof of attendance
Reflection/Personal Notes on Coaching and Mentoring and/or Midyear Review
Personal notes journal on division/school-led INSET with proof of attendance
Certificate of enrolment/ registration form/class card in graduate/post-graduate school/online courses
Any learning material highlighting the improvement done based on accomplished “reflection” section
Others (please specify and provide annotations)
committee involvement
advisorship of co-curricular activities
involvement as module/learning material writer
involvement as module/learning material validator
participation in the RO/SDO/school-initiated TV-/radio-based instruction
book or journal authorship/ contributorship
coordinatorship/ chairpersonship
coaching and mentoring learners in competitions
mentoring pre-service teachers
participation in demonstration teaching
participation as research presenter in a forum/conference
VII- Central Visayas
BU PROVINCE
istrict Elementary
N INTEGRATED SCHOOL
502122
Urban
Medium
de 1- Grade 6

Adjectival Rating

Very Satisfactory

Outstanding

Outstanding

Very Satisfactory

Very Satisfactory

Very Satisfactory

Very Satisfactory

Very Satisfactory
 Very Satisfactory

Very Satisfactory

Very Satisfactory

Very Satisfactory

4.160

Very Satisfactory
 Department of Education
Region VII, Central Visayas
DIVISION OF CEBU PROVINCE
Plaridel St,. Centro, Mandaue City

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III, SPET I-IV, Special
Name of Employee: JESSE B. ABABON Name of Rater: CHEY A. MIER
Position: Teacher II Position: MASTER TEACHER 1
Review Period: 2021-2022 Date of Review: FEBRUARY 22, 2022
School/Division: CEBU PROVINCE

I, JESSE B. ABABON Teacher II commit to deliver and agree to be rated on the attainment of the following targets in acc
for the period ,

TO BE FILLED IN DURING PLANNING

PERFORMANCE INDICATORS
WEIG
HT
MFOs KRA's OBJECTIVES TIMELINE
PER
Very Satisfactory Poor
KRA QET Outstanding (5) Satisfactory (3) Unsatisfactory (2)
(4) (1)

Basic Education 1. Content 1. Applied knowledge of Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Services Knowledge and content within and across Level 7 in Objective 1 as Level 6 in Objective 1 as Level 5 in Objective 1 as Level 4 in Objective 1 as Level 3 in Objective 1 as
Pedagogy curriculum teaching areas. shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT
sheets/interobserver sheets/interobserver sheets/interobserver sheets/interobserver rating sheets /interobserver
agreement forms agreement forms agreement forms agreement forms agreement forms
or No acceptable
#ERROR! evidence was
shown
 #ERROR! evidence was
shown

Efficiency
Timeliness
Basic Education 1. Content 2. Ensured the positive Quality Ensured that the Ensured that the ICT Ensured that the Ensured that ICT are used No acceptable evidence
Services Knowledge and use of ICT to facilitate the ICT used redefine and used augment and enrich ICT used modify but do not create a new was shown
Pedagogy teaching and learning transform learning processes and learning experience and/or
process learning experiences and experiences and improve learning are documented
are documented properly are documented experiences and but not consistent with one
and consistently using properly and consistently are documented referencing style as shown
any referencing using any referencing properly and in the submitted learning
style as shown in the style as shown in the consistently material
#ERROR! submitted learning submitted learning using any
material material referencing
style as shown
in the submitted
learning material

Efficiency
Timeliness
Basic Education 1. Content 3. Applied a range of Quality Applied teaching Applied Applied Applied No acceptable evidence
Services Knowledge and teaching strategies to strategies that teaching teaching teaching was shown
Pedagogy develop critical and challenge strategies that strategies that strategies that
creative thinking, as well learners to require require lead learners
as other higher-order draw learners to learners to along a single
thinking skills conclusions make describe and path of inquiry
and justify their connections explain ideas and/or to
thinking or put using ideas learned as simple recall
parts together learned as shown in the and rote
to promote shown in the submitted memorization
#ERROR! deeper submitted learning of concepts as
understanding of learning material shown in the
ideas learned as material submitted
shown in the learning
submitted material
learning material

Efficiency
Timeliness
Basic Education 2. Diversity of 4. Established a Quality Utilized effective Utilized effective Utilized an Utilized a No acceptable evidence
Services Learners & learnercentered culture by teaching teaching effective teaching was shown
Assessment using teaching strategies strategies that strategies that teaching strategy or
and Reporting that respond to their are appropriate are appropriate strategy that is strategies that
linguistic, cultural, in responding to in responding to appropriate in partially
socioeconomic and learners’ learners’ responding to respond to
religious backgrounds linguistic, cultural, linguistic, learners’ learners’
socioeconomic, cultural, linguistic, linguistic,
or religious socioeconomic, cultural, cultural,
 religious backgrounds linguistic, cultural, linguistic, learners’ learners’
socioeconomic, cultural, linguistic, linguistic,
or religious socioeconomic, cultural, cultural,
backgrounds at or religious socioeconomic, socioeconomic,
#ERROR! an individual backgrounds at a or religious or religious
level* as shown group level* as backgrounds backgrounds as
in the submitted shown in the as shown in shown in the
learning material submitted the submitted submitted
learning material learning learning
material material

Efficiency
Timeliness
Basic Education 2. Diversity of 5. Planned and delivered Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Services Learners & teaching strategies that Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in Objective 5 as
Assessment are responsive to the Objective 5 as Objective 5 as Objective 5 as Objective 5 as shown in COT
and Reporting special educational needs shown in COT shown in COT shown in COT shown in COT rating sheets /interobserver
of learners in difficult rating rating rating rating agreement forms
circumstances*, including: sheets/interobserver sheets/interobserver sheets/interobserver sheets/interobserver or No acceptable
geographic isolation; agreement forms agreement forms agreement forms agreement forms evidence was
chronic illness; shown
displacement due to
armed conflict, urban
resettlement or disasters;
child abuse and child #ERROR!
labor practices

Efficiency
Timeliness
Basic Education 2. Diversity of 6. Used strategies for Quality Provided learners Provided Provided Provided No evidence was shown
Services Learners & providing timely, accurate with accurate, learners with learners with learners with
Assessment and constructive feedback and specific and accurate, and accurate, and inaccurate
and Reporting to improve learner directed specific general
MOV and/or
performance constructive constructive
MOV constructive
submitted destructive
feedback* as feedback as
submitted feedback
shows feedback
MOV submitted
#ERROR! shown
shownsubmitted
MOV in the shows in the as shown in
feedback as shown in the
shows
evidence
shows feedback evidence
feedback the evidence
given within evidence given
feedback
submitted
given within 5 submitted
given within submitted
11-20 submitted
beyond 20
working days 6-10 working working days working days
Efficiency from days from from from
Timeliness submission** submission** submission** submission** No evidence was shown
Basic Education 3. Curriculum 7. Selected, developed, Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Services and Planning organized and used Level 7 in Objective 7 as Level 6 in Objective 7 as Level 5 in Objective 7 as Level 4 in Objective 7 as Level 3 in Objective 7 as
appropriate teaching and shown in COT shown in COT shown in COT shown in COT shown in COT
learning resources, including
rating sheets rating sheets rating sheets rating sheets /interobserver rating sheets /interobserver
ICT, to address learning
#ERROR! /interobserver agreement /interobserver agreement /interobserver agreement forms agreement forms
goals
forms forms agreement or No acceptable
forms evidence was shown
Efficiency
Timeliness
Basic Education 3. Curriculum 8. Set achievable and Quality All of the Majority of Half of the Less than half No acceptable evidence
Services and Planning appropriate learning learning the learning learning of the learning was shown
outcomes that are aligned outcomes set outcomes set outcomes set outcomes set
with learning competencies
are aligned are aligned are aligned are aligned with
with the with the with the the learning
learning learning learning competencies
#ERROR!
competencies competencies competencies as shown in the
as shown in as shown in as shown in MOV submitted
the MOV the MOV the MOV
submitted submitted submitted
Efficiency
Timeliness
Basic Education 4. Community 9. Built relationships with Quality Sustained Secured Communicated Communicated No acceptable evidence
Services Linkages and parents/ guardians and engagement collaboration with and with parents/ was shown
Professional the wider school with parents/ with parents/ obtained guardians and/or
Engagement & community to facilitate guardians guardians response from wider school
Personal involvement in the and/or wider and/or wider parents/ community to
Growth and educative process school school guardians and/or facilitate
Professional community to community to wider school involvement in
Development #ERROR! facilitate facilitate community to the educative
involvement in involvement in facilitate process but
the educative the educative involvement in received no
Efficiency Submitted
process asany Submitted
process asany Submitted any 2
the educative Submitted any 1
response/reply No acceptable
4evidenced
of the by 2 3evidenced
of the by of the as
process of
as the
evidenced by evidence was
acceptable
or more of MOV acceptable
one MOV no. 1 acceptable
evidenced by acceptable
MOV No. 3 shown
MOV*
no. 1 or 2 MOV*
or 2 MOV*
MOV No. 3 MOV
Timeliness
Basic Education 4. Community 10. Participated in Quality Participated in Participated in Participated in Participated in No acceptable
Services Linkages and professional networks to any professional any professional any professional any evidence was
Professional share knowledge and to network/activity network/activity network/activity professional shown
Engagement & enhance practice that requires that requires that requires network/activity
Personal output* and output* and output* to share that does not
Growth and proof of proof of knowledge and require output
Professional implementation implementation to enhance to share
Development ** within the ** within the practice as knowledge and
school to share department/ evidenced by to enhance
knowledge and grade level to the submitted practice as
to enhance share MOV evidenced by
#ERRO practice as knowledge and the submitted
R! evidenced by to enhance MOV
the submitted practice as
MOV evidenced by
the submitted
MOV

Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted any No acceptable evidence

different kinds different kinds different kinds 1 of the was shown
of acceptable of acceptable of acceptable acceptable
MOV*** MOV*** MOV*** MOV
Timeliness
Basic Education 4. Community 11. Developed a personal Quality Updated the Discussed Accomplishe Accomplished No acceptable evidence
Services Linkages and improvement plan based Development progress on d the the Strengths was shown
Professional on reflection of one’s Plan and the Development and
Engagement & practice and ongoing approved by Development Plan from Development
Personal professional learning the rater during Plan with the learning Needs portion of
Growth and Phase II of the rater to check objectives up the Development
Professional RPMS cycle whether to resources Plan after selfassessment at
Development Development needed to the beginning of
Needs were address the school year
#ERRO addressed Development
R! Needs during
Phase I of the
RPMS cycle
Submitted the
IPCRF-DP with
Efficiency Submitted the any 3 of the Submitted the Submitted the No acceptable
IPCRF-DP with acceptable IPCRF-DP with IPCRF-DP with evidence was
any 4 of the Supporting any 2 of the any 1 of the shown
acceptable MOV* acceptable acceptable
Timeliness Supporting Supporting Supporting
MOV* MOV* MOV
Basic Education 4. Assessment 12.Performed various Quality Performed at Performed at Performed at Performed at No acceptable evidence
Services and Reporting related works/activities least 1 related least 1 related least 1 related least 1 related was shown
that contribute to the work/activity work/activity work/activity work/activity that
teachinglearning process that contributed that contributed that contributed to
to the teachinglearning to the teachinglearning contributed to the teachinglearning
process process within the teachinglearning process
beyond the the school/ process within within the class
school/ Community the learning as evidenced by
#ERRO Community Learning area/ submitted MOV
R! Learning Center (CLC) department as
Center (CLC) as evidenced evidenced by
as evidenced by submitted submitted
by submitted MOV MOV
Efficiency MOV
Submitted any Submitted any Submitted any Submitted any 1 No acceptable evidence
4 of the 3 of the 2 of the of the was shown
acceptable acceptable acceptable acceptable
MOV* MOV* MOV* MOV
Timeliness
RATING FOR OVER-ALL ACCOMPLISHMENTS

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 JESSE B. ABABON CHEY A. MIER
below 1.499 Poor Ratee Rater
DepEd RPMS Form - INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPC
ET I-IV, Special Science Teacher I-II

HER 1
2022

owing targets in accordance with the indicated measures

TO BE FILLED IN DURING EVALUATION

Rating

Actual Results SCORE

Q E T Average

Demonstrated
Level 6 in Objective 1 as shown in
COT rating sheets/interobserver
agreement forms

4 4.000 0.320
 4 4.000 0.320

Ensured that the

ICT used redefine and transform
learning experiences and are
documented properly and
consistently using any referencing
style as shown in the submitted
learning material

5 5.000 0.400

Applied teaching
strategies that
challenge
learners to
draw
conclusions
and justify their
thinking or put
parts together
to promote
deeper 5 5.000 0.400
understanding of
ideas learned as
shown in the
submitted
learning material

Utilized effective
teaching
strategies that
are appropriate
in responding to
learners’
linguistic,
cultural,
socioeconomic,
linguistic,
cultural,
socioeconomic,
or religious
backgrounds at a 4 4.000 0.320
group level* as
shown in the
submitted
learning material

Demonstrated
Level 6 in
Objective 5 as
shown in COT
rating
sheets/interobserver
agreement forms

4 4.000 0.320
Provided
learners with
accurate, and
specific
constructive
feedback as
shown in the 4 0.320
evidence
submitted

Demonstrated
Level 6 in Objective 7 as shown in
COT
rating sheets /interobserver
agreement forms 4 4.000 0.320

Majority of
the learning
outcomes set
are aligned
with the
learning
competencies
4 4.000 0.320
as shown in
the MOV
submitted

Secured
collaboration
with parents/
guardians
and/or wider
school
community to
facilitate 4 1 2.500 0.320
involvement in
the educative
No acceptable
process as
evidence
evidencedwas by
shown
one MOV no. 1
or 2
Participated in
any professional
network/activity
that requires
output* and
proof of
implementation
** within the
department/
grade level to
share
knowledge and
to enhance 4 1 2.5 0.320
practice as
evidenced by
the submitted
MOV

No acceptable evidence was shown

 Discussed
progress on
the
Development
Plan with the
rater to check
whether
Development
Needs were
addressed
4 1 2.500 0.320

No acceptable
evidence was
shown

Performed at
least 1 related
work/activity
that contributed
to the teachinglearning
process within
the school/
Community
Learning
Center (CLC) 4 1 2.5 0.480
as evidenced
by submitted
MOV
No acceptable evidence was shown

LL ACCOMPLISHMENTS
Very Satisfactory 4.160

BERNARDO J. SIAROT
NAME OF PRINCIPAL
Approving Authority
ND REVIEW FORM (IPCRF) for Teacher I-III, SPET I-IV, Special Science Teacher I-II
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VII, Central Visayas
DIVISION OF CEBU PROVINCE

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teac

ENCODING JESSE B. ABABON
INSTRUCTION FORM 1 IPCRF

FORM 2 PART II: COMPETENCIES

INTRODUCTION
FORM 3
hilippines
EDUCATION
al Visayas
U PROVINCE

(IPCRF) for Teacher I-III, SPET I-IV, Special Science Teacher I-II
BABON
IPCRF PART III AND IV

COMPETENCIES EMPLOYEE FEEDBACK FORM

COACHING AND MONITORING

FORM

RONIL D. MANAYON
Developer
Results-Based Performance Management System (RPMS)
Results-Based Performance Management System (RPMS)
INSTRUCTIONS
Please follow the following:

1. Enter the necessary data on the required field such as Name, position and others on the ENCODING WORKSHEET .
(the rest of the sheets will be filled-in automatically)

2. During Mid-Year Review and Evaluation Phase, utilized the sheet, IPCRF. Using the Portfolio of the TEACHER containing all the
MOVs and other supporting documents, CHECK and VALIDATE all presented MOVs against the RUBRICS required for each
objective under different KRAs.This is an electronic template which will in turn generate results for the rating of TEACHERS for the
IPCRF and other RPMS documents with the actual rating based on the actual performance of the ratee based on Quality,
Efficiency and Timeliness(QET). The rest of the fields are protected.(you can't enter any variable on protected fields) Once finished,
CLICK the HOME button and proceed to the next parts. Print the pages using legal size bond paper.

3. Proceed now to Part II (Competencies). Tick the required fields which corresponds to the competence of the ratee/teacher. Tick
all that applies under each corresponding Domains. The total will be generated automatically. Once completed, print part II.

4. Proceed now to the PART III and IV (Summary of Ratings for Discussion and Development Plans). Select from the dropdown list
the objectives and competencies which you consider your strengts and so do with the development needs. Complete PART III and
IV by supplying the Action Plan, Timeline, and Resources Needed. Once completed, PRINT this part using Legal-sized bond paper.

5. Accomplish EMPLOYEE FEEDBACK FORM. Some of the parts are protected. Accomplish only the Employee
Feedback part. (Sample is given but you may change them based on your actual feedback about the RPMS cycle and
processes. Once done, PRINT this part using Legal-sized bond paper.

6. Accomplish the COACHING AND MONITORING Part. PRINT this part once completed.

7. Once ALL the parts are completed, have it signed by the corresponding personnel (Rater and the Approving Authority).

This Electronic IPCRF (RPMS)for the New Normal is anchored on the Philippine Professional Standards for
Teachers(PPST) is dedicated to all the men and women of the Department of Education, specifically, the
teachers of Mandaue City. God speed and Mabuhay.

RONIL D. MANAYON
Developer
Name : JESSE B. ABABON
O B J E C T I V E S
Self-Management Professionalism and Ethics
1. Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical Standards for public
1. Sets personal needs, goals, and directions toward personal development. officials and employees (RA 6713).

2. Undertakes personal actions and behaviors that are clear and purposive and takes into account personal goals and values 2. Practices ethical and professional behavior and conduct taking into account the impact of his/her actions and
congruent to that of the organization. decisions on others.

3. Maintains a professional image: being trustworthy, punctual and regular in attendance, well-groomed and a
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals. 5 good communicator. 5
4. Prioritizes work tasks and schedules (through ghantt charts, checklists, etc.) to achieve goals. 4. Makes personal sacrifices(reporting to school on Saturdays and Holidays) to meet the organization’s needs.

5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve systems and help
5. Sets high quality, challenging, realistic goals for self and others.
others improve their effectiveness.

Results Focus Teamwork

1. Achieves results with optimal use of time and resources most of the time. 1. Willingly does his/her share of responsibility.

2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs before personal needs. 2. Promotes collaboration and removes barriers to teamwork and goal accomplishment across the organization.

3. Delivers error-free outputs most of the time by conforming to standard operating procedures correctly and consistently. Able to produce very satisfactory
quality of work In terms of usefulness/acceptability and completeness with no supervision required. 5 3. Applies negotiation principles in arriving at win-win agreements. 5
4. Expresses desire to do better and frustration at waste or inefficiency. May focus on new or more precise ways of meeting goals set. 4. Drives consensus and team ownership of decisions.

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. Works constructively and collaboratively with others and across organizations to accomplish
cost, more efficiently; or improving quality, customer satisfaction, morale, without setting any specific goal. organizational goals and objectives.

Service Orientation Innovation

1. Examines the root cause of problems and suggests effective solutions. Fosters new ideas, processes, and
1. Can explain and articulate organizational directions, issues and problems 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
2. Takes personal responsibility for dealing with and/or correcting customer service issues and concerns.
productivity to create higher value and results.

3. Initiates activities that promotes advocacy for men and women empowerment. 5 3. Promotes a creative climate and inspires co – workers to develop original ideas or solutions. 5
4. Participates in updating of office vision, mission, mandates and strategies based on DepEd strategies and 4. Translates creative thinking into tangible changes and solutions that improve the work unit and
directions. organization.
5. Develops and adopts service improvement programs through simplified procedures that will further enhance 5. Uses ingenious methods to accomplish responsibilities.Demonstrates resourcefulness and the ability
service delivery. to succeed with minimal resources.
0 0

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0

0 0

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0

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#REF!
0 0

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#REF!
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VII, Central Visayas
DIVISION OF CEBU PROVINCE
Part III. SUMMARY OF RATINGS FOR DISCUSSION
Final Performance Results Rating
Accomplishments of KRAs and Objectives 4.160
Employee-Superior Agreement
The signature below confirm that the employee and his/her superior has agreed to the contents of the performance as captured in this form.

Name of Employee Name of Superior

JESSE B. ABABON CHEY A. MIER
Signature Signature

Date Date

Part IV. DEVELOPMENT PLANS OF THE IPCRF (IPCRF-DP)

Strengths Development Needs Action Plan Timeline Resources Needed

(Recommended Developmental Intervention)

A. Leadership Competence (PPST)

* 5. Planned and delivered teaching strategies that are responsive to the special
educational needs of learners in difficult circumstances, including: geographic
isolation; chronic illness; displacement due to armed conflict, urban resettlement or
disasters; child abuse and child labor practices
1. Applied knowledge of content within and across curriculum teaching areas
USING FEEDBACK TO APPLY THE APPROACH
2. Ensured the positive use of ICT to facilitate the teaching and learning process

8. Set achievable and appropriate learning outcomes that are aligned with learning 3. Applied a range of teaching strategies to develop critical and creative thinking, as
competencies well as other higher-order thinking skills

B. Core Behavioral Competencies (DepEd)

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

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

3. Displays emotional maturity and enthusiasm for and is challenged by higher goals.

CHEY A. MIER JESSE B. ABABON

Rater Ratee
DepEd RPMS Form - INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III, SPET I-IV, Special Science Teacher I-II
 Republic of the Philippines
DEPARTMENT OF EDUCATION
#REF!
DIVISION OF CEBU PROVINCE

EMPLOYEE FEEDBACK FORM

Rating Period: 2021-2022

Strengths Development Needs Action Plan Timeline Resources Needed

A. Teaching Competencies (PPST)

#
5. Planned and delivered teaching strategies that are 1. Applied knowledge of content within and across curriculum teaching
responsive to the special educational needs of learners in areas USING FEEDBACK TO APPLY THE APPROACH
difficult circumstances, including: geographic isolation; chronic
R illness; displacement due to armed conflict, urban
resettlement or disasters; child abuse and child labor practices 2. Ensured the positive use of ICT to facilitate the teaching and learning
E process

F! 8. Set achievable and appropriate learning outcomes that are 3. Applied a range of teaching strategies to develop critical and creative
aligned with learning competencies thinking, as well as other higher-order thinking skills

B. Core Behavioral Competencies (DepEd)

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

R
1. Sets personal needs, goals, and directions toward
E personal development.

F!
3. Displays emotional maturity and enthusiasm for and is
challenged by higher goals.

Employee Feedback

1. The RPMS is a tool in improving teachers' quality performances and productivity towards his commitment in teaching.
2. The competencies are designed to help improve perspective towards personal and professional growth, students' quality performances and community linkages.

CHEY A. MIER JESSE B. ABABON

Rater Ratee
DepEd RPMS Form - INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III, SPET I-IV, Special Science Teacher I-II
 Resources Needed

ages.

JESSE B. ABABON
Ratee
L PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III, SPET I-IV, Special Science Teacher I-II
 Republic of the Philippines

DEPARTMENT OF EDUCATION
#REF!

DIVISION OF CEBU PROVINCE

PERFORMANCE MONITORING AND COACHING FORM

Rating Period: 2021-2022

SIGNATURE OF (RATEE/
Date CRITICAL INCIDENCE DESCRIPTION OUTPUT IMPACT ON JOB/ ACTION PLAN
RATER)

CHEY A. MIER JESSE B. ABABON

 Rater Ratee
DepEd RPMS Form - INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III, SPET I-IV, Special Science Teacher I-II