INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Master Teacher I-IV

Name of Employee: BEVERLY D. OBRE Name of Rater: MARIJO Q. PAJELA

Position: MASTER TEACHER 1 Position: ESP III
Bureau/Center/Service/Division: MATI CITY Date of Review:
Rating Period: SY 2022-2023

Weight
Mid-year Review Rating Mid-year
MFOs KRAs Objectives Timeline per Means of Verification
Performance Ratee (Teacher) Rater (Principal) Review
KRA
Target Rating Remarks Rating Remarks Results
Basic 1. 1. Modeled 21% 1. Classroom Observation Quality
Educat Content effective Tool (COT) rating sheets or
ion Inter-observer agreement
Knowled applications of forms done through on-site/
Servic
ge and content face-to-face/ in-person
es classroom observation.
Pedagog knowledge within
If onsite / face-to-face / in-
y and across
person classes are not
curriculum implemented,
teaching areas. • through observation of Efficiency
synchronous / asynchronous
teaching in other modalities;
or
• through observation of a
demonstration teaching* via
LAC session.
Timeliness

2. Evaluated 1. Proof/s of attendance in Quality

coaching and mentoring
with colleagues sessions/meetings/LAC
the sessions/ FGDs/ other
effectiveness of collegial discussions that
highlights the objective
teaching 2. Minutes/Notes of coaching
strategies that and mentoring
promote learner sessions/meetings/FGDs/
other collegial discussions that
achievement in
 literacy and highlights the objective
3. Reflection notes of teachers Efficiency
numeracy. on the coaching and
mentoring
sessions/meetings/LAC
sessions/ FGDs/other collegial Timeliness
discussions that that highlights
the objective with proof/s of
attendance
4. Performance Monitoring
and Coaching Form (PMCF),
with annotations highlighting
the objective

Weight
Mid-year Review Rating Mid-year
MFOs KRAs Objectives Timeline per Means of Verification
Performance Ratee (Teacher) Rater (Principal) Review
KRA
Target Rating Remarks Rating Remarks Results
3. Developed 1. Classroom Observation Quality
Tool (COT) rating sheets or
and applied Inter-observer agreement
effective forms done through on-site/
teaching face-to-face/ in-person
classroom observation.
strategies to
promote critical If onsite / face-to-face / in-
and creative person classes are not
implemented, Efficiency
thinking, as well • through observation of
as other higher- synchronous / asynchronous
order thinking teaching in other modalities; or
skills. • through observation of a
demonstration teaching* via
LAC session. Timeliness
Basic 2. 4. Worked with 21% 1. Classroom Observation Quality
Educat Learning colleagues to model Tool (COT) rating sheets or
ion Environm and share effective Inter-observer agreement
techniques in the forms done through on-site/
Servic ent and
management of face-to-face/ in-person
es Diversity classroom structure classroom observation.
of to engage learners,
Learners individually or in If onsite / face-to-face / in-
groups, in person classes are not Efficiency
meaningful implemented,
exploration, • through observation of
discovery and synchronous / asynchronous
hands-on activities teaching in other modalities; or
within a range of
physical learning • through observation of a
 environments. demonstration teaching* via
LAC session. Timeliness
5. Exhibited 1. Classroom Observation Quality
effective and Tool (COT) rating sheets or
constructive Inter-observer agreement
forms done through on-site/
behavior
face-to-face/ in-person
management classroom observation.
skills by applying
positive and non- If onsite / face-to-face / in- Efficiency
violent discipline person classes are not
to ensure implemented,
learning-focused • through observation of
environments. synchronous / asynchronous
teaching in other modalities; or
• through observation of a
Timeliness
demonstration teaching* via
LAC session.

Weight
Mid-year Review Rating Mid-year
MFOs KRAs Objectives Timeline per Means of Verification
Performance Ratee (Teacher) Rater (Principal) Review
KRA
Target Rating Remarks Rating Remarks Results
6. Worked with 1. Classroom Observation Quality
Tool (COT) rating sheets or
colleagues to
Inter-observer agreement
share forms done through on-site/
differentiated, face-to-face/ in-person
developmentally classroom observation.
appropriate If onsite / face-to-face / in-
opportunities to person classes are not Efficiency
address implemented,
learners’ • through observation of
differences in synchronous / asynchronous
gender, needs, teaching in other modalities; or
strengths, • through observation of a
interests and demonstration teaching* via
experiences. LAC session.
Timeliness
Basic 3. 7. Developed and 21% 1. Classroom Observation Quality
Educat Curriculu applied effective Tool (COT) rating sheets or
ion m and strategies in the Inter-observer agreement
forms done through on-site/
Servic Planning planning and
face-to-face/ in-person
es management of classroom observation.
developmentally
sequenced If onsite / face-to-face / in-
 teaching and person classes are not
learning process implemented, Efficiency
to meet curriculum • through observation of
requirements and synchronous / asynchronous
varied teaching teaching in other modalities; or
contexts.
• through observation of a
demonstration teaching* via
LAC session.
Timeliness

8. Reviewed with 1. Approved LAC Plan Quality

colleagues, 2. Minutes of LAC, FGD
teacher and session, or other collegial
learner feedback
discussions, with proof of
to plan, facilitate, Efficiency
and enrich attendance
teaching practice. 3. Performance Monitoring
and Coaching Form

Weight
Mid-year Review Rating Mid-year
MFOs KRAs Objectives Timeline per Means of Verification
Performance Ratee (Teacher) Rater (Principal) Review
KRA
Target Rating Remarks Rating Remarks Results
9. Advised and 1. Proof/s of attendance in Quality
guided colleagues coaching and mentoring
in the selection, sessions/meetings/LAC
sessions/ FGDs/ other
organization,
collegial discussions that
development and highlights the objective
use of appropriate
teaching and 2. Minutes/Notes of coaching
learning and mentoring sessions/
resources, meetings/FGDs/ other
collegial discussions that
including ICT, to
highlights the objective
address learning
goals. 3. Reflection notes of teachers Efficiency
on the coaching and
mentoring sessions/ Timeliness
meetings/LAC sessions/
FGDs/ other collegial
discussions that highlights the
objective with proof/s of
attendance

4. Performance Monitoring
and Coaching Form (PMCF),
with annotations highlighting
 the objective

Basic 4. 10. Worked 21% 1. Proof/s of attendance in Quality

Educat Assessme collaboratively coaching and mentoring
ion nt and with colleagues to sessions/meetings/LAC
Reporting sessions/ FGDs/ other
Servic review the design,
collegial discussions that
es selection, highlights the objective
organization and 2. Minutes/Notes of coaching
use of a range of and mentoring
effective sessions/meetings/FGDs/
diagnostic, other collegial discussions that
formative and highlights the objective
summative 3. Reflection notes of teachers
Efficiency
on the coaching and
assessment
mentoring
strategies sessions/meetings/LAC Timeliness
consistent with sessions/ FGDs/other collegial
curriculum discussions that that highlights
requirements. the objective with proof/s of
attendance
4. Performance Monitoring
and Coaching Form (PMCF),
with annotations highlighting
the objective

Weight
Mid-year Review Rating Mid-year
MFOs KRAs Objectives Timeline per Means of Verification
Performanc Ratee (Teacher) Rater (Principal) Review
KRA
e Target Rating Remarks Rating Remarks Results
11. Interpreted 1. Approved LAC/FGD Plan Quality
collaboratively 2. Any proof of communication with
colleagues (e.g. text/chat)
monitoring and 3. Results of collaborative
evaluation interpretation
strategies of 4. Minutes of LAC, FGD session, or
attainment data other meetings, with proof of
Efficiency
to support attendance
5. Performance Monitoring and
learner progress Timelines
Coaching Form (PMCF), with
and annotations highlighting s
achievement. interpretation of monitoring and
evaluation strategies of attainment
data
12. Applied Any one (1) of the following Quality
skills in the documents highlighting the
objectives:
effective
 communication ● Sample of the learners’
of learner test results signed by
parents and
needs, progress corresponding evidence
and of improvement
achievement to ● Attendance sheets/
minutes of parent-
key
teacher conference
stakeholders, ● Record of dialogue
including and/or parent-teacher
parents/ conferences and
corresponding evidence
guardians. of improvement
● Anecdotal record Efficiency
communicated to and
signed by the learners Timelines
and/or parents with s
corresponding evidence
of improvement
● Sample of accomplished
rubrics given to
performance task and
corresponding evidence
of improvement
● Sample agreement of
learners at risk signed by
parents and
corresponding evidence
of improvement

Weight
Mid-year Review Rating Mid-year
MFOs KRAs Objectives Timeline per Means of Verification
Performanc Ratee (Teacher) Rater (Principal) Review
KRA
e Target Rating Remarks Rating Remarks Results
● Signed report cards of
students at risk with
corresponding evidence of
improvement
● Accomplished home
visitation forms signed by
the learners and/or parents
● Proof of communication
with wider school-
community stakeholders
● Others (please specify)

Basic 5. 13. Manifested 14% A reflection/ journal entry in the Quality

following documents that highlights
Educat Personal learner- the manifestation of learner-
ion Growth centered centered teaching philosophy in any
Servic and philosophy in of the following:
es Professio
various
nal 1. Performance Monitoring and
aspects of
Developm Coaching Form
ent practice and 2. Sample lesson plans of
support colleague/s with annotations about Efficiency
colleagues in enhancing their learner-centered
enhancing teaching philosophy Timelines
their own 3. Minutes of LAC session/s about s
learner- enhancing teacher’s learner-
centered centered teaching philosophy
teaching through lesson planning
4. Approved LAC plan
philosophy.
5. Lesson exemplar used during a
Learning Action Cell (LAC) session
14. Reflected on 1. Certification from the ICT Quality
the Philippine Coordinator/ Shool Head/ Focal
Professional Person in charge of e-SAT
Standards for
2. IPCRF-DP
Teachers to plan
personal 3. Performance Monitoring and Efficiency
professional Coaching Form (PMCF)
development 4. Mid-year Review Form (MRF)
goals and assist 5. Updated IPCRF-DP from Phase II
colleagues in Timelines
planning and s
achieving their
own goals.
Weight
Mid-year Review Rating Mid-year
MFOs KRAs Objectives Timeline per Means of Verification
Performanc Ratee (Teacher) Rater (Principal) Review
KRA
e Target Rating Remarks Rating Remarks Results
Basic Plus 15. Performed 2% Any proof that the master Quality
Educat Factor various related teacher:
ion works/ ● Served as facilitator/
Servic
activities that speaker
es ● Served as demonstration
contribute to
teacher
the teaching-
● Served as a member of
learning the technical working
process. group
● Served as OIC in the
absence of the principal
 ● Represented the principal Efficiency
in meetings and
conference
● Observed classes of
Teachers I-III
● Assisted the school
selection committee in the
evaluation of credentials
when hiring or promoting
teachers
● Served in a committee Timelines
● Served as adviser to co-
s
curricular activities
● Served as coordinator/
chairperson
● Authored/contributed to a
book or journal
● Coached and mentored
learners in competitions
● Mentored pre-service/ in-
service teachers
● Conducted research within
the rating period
● Others (please specify)
with annotation on how it
contributed to the teaching-
learning process.

MARIJO Q. PAJELA, ESP III BEVERLY D. OBRE, MT I DR. WINNIE E. BATOON, CESO V
Rater Ratee Approving Authority