Official Electronic IPCRF Tool v4.

2
Highly Proficient Regular Teacher
SY 2022-2023

School Ratee
Official Electronic IPCRF Tool v4.2
Official IPCRF Rating Encoding Form v4.2
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Regular Teachers in the Highly Proficient Stage
Name of Employee: VIRGILIA L. PERVANDOS Name of Rater: NAIDA S. MERCADO

Position: Master Teacher I Position: Principal II

Bureau/Center/Service/Division: LILOY NATIONAL HIGH SCHOOL - Zamboanga del Norte Date of Review: July 26, 2023

Rating Period: SY 2022-2023

TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING

Performance Indicators

Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Rat

MFOs KRAs Objectives Timeline Weight Actual Results
QET
per KRA 5 4 3 2 1 Q E

Basic Education 1. Content 1. Modelled SY 2022- 7.00% Demonstrated Level 8 in the Demonstrated Level 7 in the Demonstrated Level 6 in the Demonstrated Level 5 in the Demonstrated Level 4 in the Demonstrated Level 8 in the
objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT
Services Knowledge and effective 2023
rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer
Pedagogy applications of agreement forms agreement forms agreement forms agreement forms agreement forms agreement forms
content knowledge or
within and across Quality
No acceptable evidence was
curriculum teaching shown

areas (PPST 1.1.3) 5 5

Objective was met within the 0 Objective was met but 0 No acceptable evidence was Objective was met within the
allotted time instruction exceeded the shown allotted time
Efficiency allotted time

2. Evaluated with SY 2022- 7.00% Guided colleagues in the Synthesized discussions with Evaluated with colleagues Attended coaching and No acceptable evidence was Synthesized discussions with
planning for the evaluation of colleagues on the evaluation the effectiveness of teaching mentoring sessions/ shown colleagues on the evaluation
colleagues the 2023
the effectiveness of teaching of effectiveness of teaching strategies that promote meetings/LAC sessions / of effectiveness of teaching
effectiveness of strategies that promote strategies that promote learner achievement in FGDs / other collegial strategies that promote
teaching strategies learner achievement in learner achievement in literacy and numeracy during discussions that evaluate learner achievement in
that promote literacy and numeracy during literacy and numeracy during meetings/LAC sessions / effectiveness of teaching literacy and numeracy during
learner meetings/LAC sessions / meetings/LAC sessions / FGDs / other collegial strategies that promote meetings/LAC sessions /
FGDs / other collegial FGDs / other collegial discussions, as shown in learner achievement in FGDs / other collegial
achievement in discussions, as shown in discussions, as shown in MOV 2 literacy and numeracy, as discussions, as shown in
literacy and MOV 4 MOV 3 shown in MOV 1 MOV 3
Quality
numeracy (PPST
1.4.3)

Evaluated with colleagues
the effectiveness of teaching
strategies that promote
learner achievement in
literacy and numeracy across
Timeliness 4 quarters
Evaluated with colleagues
the effectiveness of teaching
strategies that promote
learner achievement in
literacy and numeracy across
3 quarters
Evaluated with colleagues
the effectiveness of teaching
strategies that promote
learner achievement in
literacy and numeracy across
2 quarters
Evaluated with colleagues No acceptable evidence was Evaluated with colleagues 4
the effectiveness of teaching shown the effectiveness of teaching
strategies that promote strategies that promote
learner achievement in learner achievement in
literacy and numeracy only 1 literacy and numeracy across
quarter 4 quarters

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 TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING
Performance Indicators

Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Rat

MFOs KRAs Objectives Timeline Weight Actual Results
QET
per KRA 5 4 3 2 1 Q E

3. Developed and SY 2022-
applied effective 2023
teaching strategies
to promote critical
and creative
thinking, as well as
other higher-order
thinking skills
(PPST 1.5.3)
7.00% Demonstrated Level 8 in the Demonstrated Level 7 in the Demonstrated Level 6 in the Demonstrated Level 5 in the Demonstrated Level 4 in the Demonstrated Level 8 in the
objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT
rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer
agreement forms agreement forms agreement forms agreement forms agreement forms agreement forms
or
No acceptable evidence was
Quality shown
5 5
Objective was met within the 0 Objective was met but 0 No acceptable evidence was Objective was met within the
allotted time instruction exceeded the shown allotted time
Efficiency allotted time

2. Learning 4. Worked with SY 2022- 7.00% Demonstrated Level 8 in the Demonstrated Level 7 in the Demonstrated Level 6 in the Demonstrated Level 5 in the Demonstrated Level 4 in the Demonstrated Level 8 in the
objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT
Environment & colleagues to 2023
rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer
Diversity of model and share agreement forms agreement forms agreement forms agreement forms agreement forms agreement forms
Learners effective or
techniques in the No acceptable evidence was
Quality shown
management of
classroom structure
to engage learners, 5 5
Objective was met within the 0 Objective was met but 0 No acceptable evidence was Objective was met within the
individually or in
allotted time instruction exceeded the shown allotted time
groups, in Efficiency allotted time
meaningful
5. Exhibited SY 2022- 7% Demonstrated Level 8 in the Demonstrated Level 7 in the Demonstrated Level 6 in the Demonstrated Level 5 in the Demonstrated Level 4 in the Demonstrated Level 8 in the
objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT
effective and 2023
rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer
constructive agreement forms agreement forms agreement forms agreement forms agreement forms agreement forms
behavior or
management skills No acceptable evidence was
Quality shown
by applying positive
and non-violent
discipline to ensure 5 5
Objective was met within the 0 Objective was met but 0 No acceptable evidence was Objective was met within the
learning- focused
allotted time instruction exceeded the shown allotted time
environments Efficiency allotted time
(PPST 2.6.3)
6. Worked with SY 2022- 7% Demonstrated Level 8 in the Demonstrated Level 7 in the Demonstrated Level 6 in the Demonstrated Level 5 in the Demonstrated Level 4 in the Demonstrated Level 8 in the
objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT
colleagues to share 2023
rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer
differentiated, agreement forms agreement forms agreement forms agreement forms agreement forms agreement forms
developmentally or
appropriate No acceptable evidence was
Quality shown
opportunities to
address learners’
differences in 5 5

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 TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING
Performance Indicators

Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Rat

MFOs KRAs Objectives Timeline Weight Actual Results
QET
per KRA 5 4 3 2 1 Q E

Objective was met within the 0 Objective was met but 0 No acceptable evidence was Objective was met within the
gender, needs, allotted time instruction exceeded the shown allotted time
strengths, interests Efficiency allotted time
and experiences
3. Curriculum and 7. Developed and SY 2022- 7% Demonstrated Level 8 in the Demonstrated Level 7 in the Demonstrated Level 6 in the Demonstrated Level 5 in the Demonstrated Level 4 in the Demonstrated Level 8 in the
objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT
Planning applied effective 2023
rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer
strategies in the agreement forms agreement forms agreement forms agreement forms agreement forms agreement forms
planning and or
management of No acceptable evidence was
Quality shown
developmentally
sequenced
teaching and 5 5
Objective was met within the 0 Objective was met but 0 No acceptable evidence was Objective was met within the
learning processes
allotted time instruction exceeded the shown allotted time
to meet curriculum Efficiency allotted time
requirements and
8. Reviewed with SY 2022- 7% Guided colleagues in Synthesized discussions with Reviewed with colleagues Planned for the conduct of No acceptable evidence was Synthesized discussions with
planning for coaching and colleagues on the review of teacher and learner feedback coaching and mentoring shown colleagues on the review of
colleagues, teacher 2023
mentoring sessions, teacher and learner through coaching and sessions, meetings/LAC teacher and learner
and learner meetings/LAC sessions / feedback, as evidenced by mentoring sessions, sessions / FGDs / other feedback, as evidenced by
feedback to plan, FGDs / other collegial MOV 2 highlighting the meetings/LAC sessions / collegial discussions to MOV 2 highlighting the
facilitate and enrich discussions to plan facilitate, agreements and FGDs / other collegial review teacher and learner agreements and
teaching practice and enrich their teaching recommendations during discussions, as evidenced by feedback, as evidenced by recommendations during
practice through the use of coaching and mentoring MOV 2 MOV 1 coaching and mentoring
(PPST 4.4.3) teacher and learner sessions, meetings/LAC sessions, meetings/LAC
feedback, as evidenced by sessions / FGDs / other sessions / FGDs / other
Quality MOV 2 or MOV 3 collegial discussions collegial discussions

Facilitated collegial
discussions that review
teacher and learner feedback
with colleagues across 4
Timeliness quarters
Facilitated collegial
discussions that review
teacher and learner feedback
with colleagues across 3
quarters
Facilitated collegial
discussions that review
teacher and learner feedback
with colleagues across 2
quarters
4
Facilitated collegial No acceptable evidence was Facilitated collegial
discussion that review shown discussions that review
teacher and learner feedback teacher and learner feedback
with colleagues in only 1 with colleagues across 3
quarter quarters

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 TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING
Performance Indicators

Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Rat

MFOs KRAs Objectives Timeline Weight Actual Results
QET
per KRA 5 4 3 2 1 Q E

9. Advised and SY 2022- 7% Guided colleagues in Synthesized discussions with Advised and guided Attended coaching and No acceptable evidence was Synthesized discussions with
planning for the selection, colleagues on the selection, colleagues in the selection, mentoring sessions/ shown colleagues on the selection,
guided colleagues 2023
organization, development organization, development organization, development meetings/LAC sessions / organization, development
in the selection, and use of appropriate and use of appropriate and use of appropriate FGDs / other collegial and use of appropriate
organization, teaching and learning teaching and learning teaching and learning discussions on the selection, teaching and learning
development and resources, including ICT, to resources, including ICT, to resources, including ICT, to organization, development resources, including ICT, to
use of appropriate address specific learning address specific learning address specific learning and use of appropriate address specific learning
goals, during coaching and goals, during coaching and goals during coaching and teaching and learning goals, during coaching and
teaching and mentoring sessions/ mentoring sessions/ mentoring sessions/ resources, including ICT, to mentoring sessions/
learning resources, meetings/LAC sessions / meetings/LAC sessions / meetings/LAC sessions / address specific learning meetings/LAC sessions /
including ICT, to FGDs / other collegial FGDs / other collegial FGDs / other collegial goals, as shown in MOV 1 FGDs / other collegial
address specific Quality
discussions, as shown in discussions, as shown in discussions, as shown in discussions, as shown in
MOV 4 MOV 3 MOV 2 MOV 3
learning goals
(PPST 4.5.3) 4

Advised and guided Advised and guided Advised and guided Advised and guided No acceptable evidence was Advised and guided
colleagues across 4 quarters colleagues across 3 quarters colleagues across 2 quarters colleagues in only 1 quarter shown colleagues across 3 quarters
Timeliness
4. Assessment 10. Worked SY 2022- 7% Guided colleagues in Synthesized discussions with Conducted coaching and Planned for the conduct of No acceptable evidence was Synthesized discussions with
planning for the review of the colleagues on the design, mentoring sessions/ coaching and mentoring shown colleagues on the design,
and Reporting collaboratively with 2023
design, selection, selection, organization and meetings/LAC sessions / sessions/ meetings/LAC selection, organization and
colleagues to organization and use of a use of a range of effective FGDs / other collegial sessions / FGDs / other use of a range of effective
review the design, range of effective diagnostic, diagnostic, formative and discussions to review the collegial discussions to diagnostic, formative and
selection, formative and summative summative assessment design, selection, review the design, selection, summative assessment
organization and assessment strategies strategies consistent with organization and use of a organization and use of a strategies consistent with
consistent with curriculum curriculum requirements, range of effective diagnostic, range of effective diagnostic, curriculum requirements,
use of a range of requirements during during coaching and formative and summative formative and summative during coaching and
effective diagnostic, coaching and mentoring mentoring sessions/ assessment strategies assessment strategies mentoring sessions/
formative and sessions/ meetings/LAC meetings/LAC sessions / consistent with curriculum consistent with curriculum meetings/LAC sessions /
summative sessions / FGDs / other FGDs / other collegial requirements, as evidenced requirements, as evidenced FGDs / other collegial
collegial discussions, as discussions, as evidenced by by the MOV 4 or MOV 3 by the MOV 1 or MOV 2 discussions, as evidenced by
assessment
evidenced by MOV 5 or MOV MOV 4 or MOV 3 MOV 4 or MOV 3
strategies Quality 4
consistent with
curriculum 4
requirements
(PPST 5.1.3)

Worked collaboratively with Worked collaboratively with Worked collaboratively with Worked collaboratively with No acceptable evidence was Worked collaboratively with
colleagues across 4 quarters colleagues across 3 quarters colleagues across 2 quarters colleagues in only 1 quarter shown colleagues across 3 quarters
Timeliness

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 TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING
Performance Indicators

Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Rat

MFOs KRAs Objectives Timeline Weight Actual Results
QET
per KRA 5 4 3 2 1 Q E

11. Interpreted SY 2022- 7% Guided colleagues in the Synthesized discussions with Conducted coaching and Planned for the conduct of No acceptable evidence was Conducted coaching and
planning for the application of colleagues on monitoring and mentoring sessions/ coaching and mentoring shown mentoring sessions/
collaboratively 2023
results of interpretation of evaluation of strategies of meetings/LAC sessions / sessions/ meetings/LAC meetings/LAC sessions /
monitoring and monitoring and evaluation attainment data during FGDs / other collegial sessions / FGDs / other FGDs / other collegial
evaluation strategies of attainment data coaching and mentoring discussions to interpret collegial discussions to discussions to interpret
strategies of to support learner progress sessions/ meetings/LAC collaboratively monitoring interpret collaboratively collaboratively monitoring
attainment data to and achievement during sessions / FGDs / other and evaluation strategies of monitoring and evaluation and evaluation strategies of
coaching and mentoring collegial discussions as attainment data, as strategies of attainment data, attainment data, as
support learner sessions/ meetings/LAC evidenced by MOV 4 or MOV evidenced by the MOV 4 or as evidenced by the MOV 1 evidenced by the MOV 4 or
progress and sessions / FGDs / other 3 MOV 3 or MOV 2 MOV 3
achievement collegial discussions, as
(PPST 5.2.3) Quality
evidenced by MOV 5 or MOV
4

Collaborated with colleagues
in the interpretation of
attainment data across 4
quarters
Timeliness
Collaborated with colleagues Collaborated with colleagues Collaborated with colleagues No acceptable evidence was Collaborated with colleagues
in the interpretation of in the interpretation of in the interpretation of shown in the interpretation of
assessment data across 3 assessment data across 2 assessment data in only 1 assessment data across 3
quarters quarters quarter quarters

12. Applied skills in SY 2022- 7% Utilized effective strategies to Utilized effective strategies to Utilized effective strategies to Utilized effective strategies to No acceptable evidence was Utilized effective strategies to
communicate learner needs, communicate learner needs, communicate learner needs, communicate learner needs, shown communicate learner needs,
the effective 2023
progress and achievement to progress and achievement to progress and achievement to progress and achievement to progress and achievement to
communication of wider-school community parents / guardians as internal stakeholders (e.g., co learners within the class as parents / guardians as
learner needs, stakeholders as evidenced evidenced by submitted MOV teachers, school leaders, non evidenced by submitted MOV evidenced by submitted MOV
progress and by submitted MOV teaching staff) as evidenced
achievement to key by submitted MOV

stakeholders, Quality
including
parents/guardians
(PPST 5.4.3)
Showed application of skills Showed application of skills Showed application of skills Showed application of skills No acceptable evidence was Showed application of skills 4
in the effective in the effective in the effective in the effective shown in the effective
communication of learner communication of learner communication of learner communication of learner communication of learner
needs, progress and needs, progress and needs, progress and needs, progress and needs, progress and
Timeliness achievement across 4 achievement across 3 achievement across 2 achievement in only 1 quarter achievement across 3
quarters quarters quarters quarters

Page 8 of 22
 TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING
Performance Indicators

Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Rat

MFOs KRAs Objectives Timeline Weight Actual Results
QET
per KRA 5 4 3 2 1 Q E

5. Personal 13. Manifested a SY 2022- 7% Submitted MOV that details Submitted MOV that reflects Submitted MOV that shows Submitted MOV that No acceptable evidence was Submitted MOV that reflects
the consistent involvement of involvement of learners in the the application of a personal indicates a personal shown involvement of learners in the
Growth and learner-centered 2023
learners in the teaching- teaching- learning process philosophy of teaching that is philosophy of teaching that is teaching- learning process
Professional teaching learning process resulting resulting from the application learner-centered not learner- centered resulting from the application
Development philosophy in from the application of a of a personal philosophy of of a personal philosophy of
various aspects of personal philosophy of teaching that is learner- teaching that is learner-
practice and teaching that is learner- centered centered
Quality centered
support colleagues
in enhancing their
own learner- 4
Applied a personal Applied a personal Applied a personal Applied a personal No acceptable evidence was Applied a personal
centered teaching
philosophy of teaching that is philosophy of teaching that is philosophy of teaching that is philosophy of teaching that is shown philosophy of teaching that is
philosophy (PPST learner- centered across 4 learner- centered across 3 learner-centered across 2 learner- centered across 1 learner- centered across 3
Timeliness
7.1.3) quarters quarters quarters quarters quarters

14. Reflected on SY 2022- 7% Updated professional Discussed progress on Set professional Accomplished the e-SAT at No acceptable evidence was Discussed progress on
development goals during professional development development goals based on the beginning of the school shown professional development
the Philippine 2023
Phase II of the RPMS Cycle goals with the rater during e-SAT results as evidenced year as evidenced by MOV 1 goals with the rater during
Professional as evidenced by MOV 5 the mid-year review as by MOV 2 or MOV 3 the mid-year review as
Standards for Quality evidenced by MOV 4 evidenced by MOV 4
Teachers to plan
personal
professional Submitted 4 acceptable Submitted 3 acceptable Submitted 2 acceptable Submitted 1 acceptable MOV No acceptable evidence was Submitted 2 acceptable
Efficiency MOVs MOVs MOVs shown MOVs
development goals 4 3
All submitted MOVs were Three (3) of the submitted Two (2) of the submitted Only one (1) of the submitted No acceptable evidence was Three (3) of the submitted
and assist
accomplished within the MOVs were accomplished MOVs were accomplished MOVs was accomplished shown MOVs were accomplished
colleagues in prescribed RPMS Phase within the prescribed RPMS within the prescribed RPMS within the prescribed RPMS within the prescribed RPMS
planning and Timeliness
Phase Phase Phase Phase
achieving their own

Page 9 of 22
 TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING
Performance Indicators

Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Rat

MFOs KRAs Objectives Timeline Weight Actual Results
QET
per KRA 5 4 3 2 1 Q E

Plus Factor 15. Performed SY 2022- 2% Performed at least 1 related Performed at least 1 related Performed at least 1 related Performed at least 1 related No acceptable evidence was Performed at least 1 related
work / activity that work / activity that work / activity that work / activity that shown work / activity that
various related 2023
contributed to the teaching- contributed to the teaching- contributed to the teaching- contributed to the teaching- contributed to the teaching-
works/activities that learning process beyond the learning process within the learning process within the learning process within the learning process beyond the
contribute to the school / Community Learning school / Community Learning learning area / department as class as evidenced by school / Community Learning
teaching-learning Center (CLC) as evidenced Center (CLC) as evidenced evidenced by submitted MOV submitted MOV Center (CLC) as evidenced
process (PPST 8.1) by submitted MOV by submitted MOV by submitted MOV
Quality

Submitted MOV that details
the achieved positive
contribution to the teaching-
learning process, as
evidenced by the annotation
Efficiency provided.
Submitted MOV that details
the perceived positive
contribution to the teaching-
learning process, as
evidenced by the annotation
provided.
Submitted MOV that shows
reasonable interlap with the
actual teaching- learning
process, as evidenced by the
annotation provided.
Submitted MOV that shows No acceptable evidence was Submitted MOV that details
considerable overlap with, shown the achieved positive
hence significantly affecting contribution to the teaching-
the performance of the actual learning process, as
teaching-learning process. evidenced by the annotation 5 5
provided.

Submitted MOVs were Submitted MOVs were Submitted MOVs were Submitted MOV/s was/were No acceptable evidence was Submitted MOVs were
distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters completed in only 1 quarter shown distributed across 4 quarters
Timeliness

RATING FOR OVERALL ACCOMPLISHMENTS i

Very Sat
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

VIRGILIA L. PERVANDOS NAIDA S. MERCADO MA. JUDELYN J. RAMOS

Ratee Rater Approving Authority

Page 10 of 22
EVALUATION

ing
Score
T Ave

5.000 0.350

5 4.500 0.315

Page 11 of 22
EVALUATION

ing
Score
T Ave

5.000 0.350

5.000 0.350

5.000 0.350

5.000 0.350

Page 12 of 22
EVALUATION

ing
Score
T Ave

5.000 0.350

4 4.000 0.280

Page 13 of 22
EVALUATION

ing
Score
T Ave

4 4.000 0.280

4 4.000 0.280

Page 14 of 22
EVALUATION

ing
Score
T Ave

4 3.500 0.245

4 4.000 0.280

Page 15 of 22
EVALUATION

ing
Score
T Ave

4 4.000 0.280

4 3.666 0.256

Page 16 of 22
EVALUATION

ing
Score
T Ave

5 5.000 0.100

sfactory 4.416

Page 17 of 22
 PART II: COMPETENCIES
Instructions: Please indicate the number of competency indicators that you demonstrated during the performance cycle.
CORE BEHAVIORAL COMPETENCIES
Self-Management
1. Sets personal goals and directions, needs and development.
2. Undertakes personal actions and behavior that are clear and purposive and takes into account personal
goals and values congruent to that of the organization.
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals.
4. Prioritizes work tasks and schedules (through Gantt chants, checklists, etc.) to achieve goals.
5. Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics
1. Demonstrates the values and behavior enshrined in the Norms 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
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.
3. Delivers error-free outputs most of the time by conforming to standard operating procedures correctly and
consistently. Able to produce very satisfactory quality work in terms of usefulness/acceptability and
completeness with no supervision required.
4. Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new or
more precise ways of meeting goals set.
5. Makes specific changes in the system or in own work methods to improve performance. Examples may
include doing something better, faster, at a lower cost, more efficiently, or improving quality, customer
satisfaction, morale, without setting any specific goal.
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).
Teamwork
1. Willingly does his/her share of responsibility.
5 5
2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the organization.
3. Applies negotiation principles in arriving at win-win agreements.
4. Drives consensus and team ownership of decisions.
5. Works constructively and collaboratively with others and across organizations to accomplish organization
Service Orientation
1. Can explain and articulate organizational directions, issues and problems.
5 4
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).
4 4
2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal productivity to
create higher value and results.
3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
4. Translates creative thinking into tangible changes and solutions that improve the work unit and organization.
5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability to
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) SUMMARY SHEET
Regular Teachers in the Highly Proficient Stage

Name of Employee: VIRGILIA L. PERVANDOS Name of Rater: NAIDA S. MERCADO

Position: Master Teacher I Position: Principal II
ureau/Center/Service/Division: LILOY NATIONAL HIGH SCHOOL - Date of Review: July 26, 2023
Rating Period: Zambo
SY 2022-2023

PART III. SUMMARY OF RATINGS FOR DISCUSSION

Weight per Weight per Numerical Ratings Adjectival
KRA Objectives Score
KRA Objective Q E T Ave Rating
KRA 1 21% Objective 1 7% 5 5 5.000 0.350 Outstanding
Objective 2 7% 4 5 4.500 0.315 Outstanding
Objective 3 7% 5 5 5.000 0.350 Outstanding
KRA 2 21% Objective 4 7% 5 5 5.000 0.350 Outstanding
Objective 5 7% 5 5 5.000 0.350 Outstanding
Objective 6 7% 5 5 5.000 0.350 Outstanding
KRA 3 21% Objective 7 7% 5 5 5.000 0.350 Outstanding
Objective 8 7% 4 4 4.000 0.280 Very Satisfactory
Objective 9 7% 4 4 4.000 0.280 Very Satisfactory
KRA 4 21% Objective 10 7% 4 4 4.000 0.280 Very Satisfactory
Objective 11 7% 3 4 3.500 0.245 Very Satisfactory
Objective 12 7% 4 4 4.000 0.280 Very Satisfactory
KRA 5 14% Objective 13 7% 4 4 4.000 0.280 Very Satisfactory
Objective 14 7% 4 3 4 3.667 0.256 Very Satisfactory
Plus Factor 2% Objective 15 2% 5 5 5 5.000 0.100 Outstanding

FINAL PERFORMANCE Final Rating 4.416

RESULTS Accomplishments of KRAs and Objectives
Adjectival Rating Very Satisfactory

VIRGILIA L. PERVANDOS NAIDA S. MERCADO MA. JUDELYN J. RAMOS

Ratee Rater Approving Authority

Page 19 of 22
 PART IV: DEVELOPMENT PLANS
NOTE:
This sheet shall be accomplished during: i) Phase I: Performance Planning and Commitment, based on the results of e-SAT; and ii) Phase II: Performance
Monitoring and Coaching, based on the agreements on the Performance Monitoring and Coaching Form and Mid-year Review Form; and iii) Phase IV:
Performance Rewarding and Development Planning, based on the actual results of IPCRF.

Strengths
A. Functional Competencies
Modelled effective applications
of content knowledge within
and across curriculum teaching
areas (PPST 1.1.3)
Action Plan
Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
Interpreted collaboratively Identify obstacles as well as Attend DepEd trainings to Year-round MOOE , Principal, Department
monitoring and evaluation possible changes in the way update the programs to be Head
strategies of attainment data to programs are being implemented.
support learner progress and implemented.
achievement (PPST 5.2.3)

Developed and applied Reflected on the Philippine Plan personal professional Discuss with colleagues during Year-round MOOE , Principal, Department
effective teaching strategies to Professional Standards for development goal and assist the LAC sessions on how we can Head
promote critical and creative Teachers to plan personal colleagues in planning and help support teachers in
thinking, as well as other higher- professional development goals achievingtheirown goals. addressing their needs of
order thinking skills (PPST 1.5.3) and assist colleagues in teaching in order to improve
planning and achieving their practices.
own goals (PPST 7.5.3)
Worked with colleagues to Reviewed with colleagues, Guide colleagues in developing Download tutorialvideos of Year-round MOOE , Principal, Department
model and share effective teacher and learner feedback appropriate teaching and learning and learning strategies Head
techniques in the management to plan, facilitate and enrich learning resources to address and share duringLAC sessions
of classroom structure to teaching practice (PPST 4.4.3) learning goals. forcolleagues to watch and
engage learners, individually or learn.
in groups, in meaningful
exploration, discovery and
hands-on activities within a
range of physical learning
environments (PPST 2.3.3)

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Strengths
Exhibited effective and
constructive behavior
management skills by applying
positive and non-violent
discipline to ensure learning-
focused environments (PPST
2.6.3)
Development Needs
Advised and guided colleagues
in the selection, organization,
development and use of
appropriate teaching and
learning resources, including
ICT, to address specific learning
goals (PPST 4.5.3)
Action Plan
(Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
Guide and colleagues in Download tutorialvideos of Every quarter ICT coordinator, School
developing appropriate learning and learning strategies Principal, Internet connectivity.
teaching and learning resources and share duringLAC sessions
toaddress learninggoals. forcolleagues to watch and
learn.

Worked with colleagues to Worked collaboratively with

share differentiated,
developmentally appropriate
opportunities to address
learners’ differences in gender,
needs, strengths, interests and
experiences (PPST 3.1.3)
colleagues to review the design,
selection, organization and use
of a range of effective
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements (PPST
5.1.3)

Developed and applied
effective strategies in the
planning and management of
developmentally sequenced
teaching and learning processes
to meet curriculum
requirements and varied
teaching
contexts (PPST 4.1.3)
Performed various related
works/activities that contribute
to the teaching-learning
process
Applied skills in the effective Communicate learners' needs Attend parent-teacher Every quarter Learners annecdotal record,
communication of learner and achievement to parents conference in section taught. class record and grading sheets.
needs, progress and and guardians.
achievement to key
stakeholders, including
parents/guardians (PPST 5.4.3)
Manifested a learner-centered Support colleagues in Include topics on learner- Every quarter
teaching philosophy in various enhancing their learner- centered teaching philisophy
aspects of practice and support centered teaching philisophy. during LAC session.
colleagues in enhancing their
own learner-centered teaching
philosophy (PPST 7.1.3)

Page 21 of 2
 Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention

B. Core Behavioral Competencies

Self-Management Results Focus Work to achieve specific Attend DepEd trainings on Year round School Principal, MOOE,
outcomes result focue. Internet connectivity,
Personal Funds
Professionalism and Ethics Service Orientation Year round School Principal, MOOE,
Internet connectivity,
Participate in updating strategies based on DepEd strategies and Personal Funds
Teamwork Innovation Apply negotiation principles in Encourage teachers during Year round School Principal, MOOE,
arriving at win-win agreements. LAC sessions and mentoring Internet connectivity,
to be open-minded. Personal Funds

VIRGILIA L. PERVANDOS NAIDA S. MERCADO MA. JUDELYN J. RAMOS

RATEE RATER APPROVING AUTHORITY

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