Republic of the Philippines
Department of Education
Name of Employee: ARMAND RAY A. GABONADA
Position: SST-III
Division: SAMAR DIVISION
Rating Period: SEPTEMBER 2021-JULY 2022
KRAs OBJECTIVES
KRA 1. 1. Applied knowledge of
Content Knowledge content within and across
and Pedagogy curriculum teaching areas.
(20%)
2. Used research-based
knowledge and principles of
teaching and learning to
enhance professional practice.
REGION VIII
SCHOOLS DIVISION OF SAMAR
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)
FOR TEACHER I-III (Proficient Teacher)
Name of Rater: FLOR R. ONG
Position: HEAD TEACHER I
School & District PINABACDAO NHS/ PINABACDAO I
Date of Review: JULY 26, 2022
TO BE FILLED IN DURING PLANNING TO BE FILLED OUT DURING EVALUATION
PERFORMANCE INDICATORS
RATING
Weight per
Means of Verifications ACTUAL SCORE
Objective QUALITY
RESULTS QUALITY
Classroom Observation Tool (COT) rating Demonstrated Level 7 in Objective 1 as shown
sheet from
5 in COT rating sheets / inter-observer
1. an observation of synchronous teaching
agreement forms.
(limited face-toface teaching, online
teaching, or two-way radio instruction) Demonstrated Level 6 in Objective 1 as shown
2. if option 1 is not possible, an observation 4 in COT rating sheets / inter-observer
of a recorded video lesson or audio lesson agreement forms. Demonstrated
that is SLMbased or MELC-aligned Level 6 in
3. if options 1 and 2 are not possible, an Demonstrated Level 5 in Objective 1 as shown Objective 1 as
observation of a demonstration teaching* 3 in COT rating sheets / inter-observer shown in COT
5%
agreement forms. rating sheets / 4.00 0.20
via LAC
inter-observer
Demonstrated Level 4 in Objective 1 as shown agreement
2 in COT rating sheets / inter-observer forms.
agreement forms.
Demonstrated Level 3 in Objective 1 as shown
in COT rating sheets / inter-observer
1
agreement forms or No acceptable evidence
was shown.
One (1) lesson plan with annotations
identifying the research-based knowledge Used research-based knowledge and/or
and/or principles of teaching and learning principles of teaching and learning in all the
5
used as basis for planning / designing the components of instruction in the lesson
lesson. plan to improve,student learning.
Used research-
based
knowledge

3. Displayed proficient use of
Mother Tongue, Filipino and
English to facilitate teaching
and learning.
4. Used effective verbal and
non-verbal classroom
communication strategies to
support learner understanding,
participation, engagement and
achievement.
lesson.
Used research-based knowledge and/or Used research-
principles of teaching and learning in two based
4
components of instruction in the lesson knowledge
plan to improve,student learning. and/or
principles of
teaching and
Used research-based knowledge and/or
5% learning in one 3.00 0.15
principles of teaching and learning in one components of
3
components of instruction in the lesson instruction in
plan to improve,student learning. the lesson plan
to
improve,student
Used research-based knowledge and/or learning.
principles of teaching and learning is
2
identified but was poorly used as basis for
planning / designing the lesson
1 No acceptable evidence was shown
Classroom Observation Tool (COT rating
sheet or inter-observer agreement form Demonstrated Level 7 in Objective 3 as shown
from 5 in COT rating sheets / inter-observer
1. an observation of synchronous teaching agreement forms.
(limited face-toface teaching, online
teaching, or two-way radio instruction)
Demonstrated Level 6 in Objective 3 as shown
2. if option 1 is not possible, an observation
4 in COT rating sheets / inter-observer
of a recorded video lesson or audio lesson
agreement forms.
that is SLM-based or MELC aligned Demonstrated
3. if options 1 and 2 are not possible, an Level 6 in
observation of a demonstration teaching* Demonstrated Level 5 in Objective 3 as shown Objective 3 as
via LAC 3 in COT rating sheets / inter-observer shown in COT
5%
agreement forms. rating sheets / 4.00 0.20
inter-observer
agreement
Demonstrated Level 4 in Objective 3 as shown forms.
2 in COT rating sheets / inter-observer
agreement forms.
Demonstrated Level 3 in Objective 3 as shown
in COT rating sheets / inter-observer
1
agreement forms or No acceptable evidence
was shown.
Classroom Observation Tool (COT rating
sheet or inter-observer agreement form Demonstrated Level 7 in Objective 4 as shown
from 5 in COT rating sheets / inter-observer
1. an observation of synchronous teaching agreement forms.
(limited face-toface teaching, online
teaching, or two-way radio instruction) Demonstrated Level 6 in Objective 4 as shown
2. if option 1 is not possible, an observation 4 in COT rating sheets / inter-observer
of a recorded video lesson or audio lesson agreement forms. Demonstrated
that is SLM-based or MELC aligned Level 6 in
3. if options 1 and 2 are not possible, an Objective 4 as
observation of a demonstration teaching* shown in COT
 of a recorded video lesson or audio lesson Demonstrated
that is SLM-based or MELC aligned Level 6 in
3. if options 1 and 2 are not possible, an Demonstrated Level 5 in Objective 4 as shown Objective 4 as
observation of a demonstration teaching* 3 in COT rating sheets / inter-observer shown in COT
via LAC
5%
rating sheets / 4.00 0.20
agreement forms.
inter-observer
agreement
Demonstrated Level 4 in Objective 4 as shown forms.
2 in COT rating sheets / inter-observer
agreement forms.

Demonstrated Level 3 in Objective 4 as shown

in COT rating sheets / inter-observer
1
agreement forms or No acceptable evidence
was shown.

KRA 2. 5. Established safe and secure
Learning learning environments to
enhance learning through the
Environment consistent implementation of
(20%) policies, guidelines and
procedures.
Classroom Observation Tool (COT rating
Demonstrated Level 7 in Objective 5 as shown
sheet or inter-observer agreement form
from 5 in COT rating sheets / inter-observer
agreement forms.
1. an observation of synchronous teaching
(limited face-toface teaching, online
teaching, or two-way radio instruction) Demonstrated Level 6 in Objective 5 as shown
2. if option 1 is not possible, an observation 4 in COT rating sheets / inter-observer
of a recorded video lesson or audio lesson agreement forms. Demonstrated
that is SLM-based or MELC aligned Level 5 in
3. if options 1 and 2 are not possible, an Demonstrated Level 5 in Objective 5 as shown Objective 5 as
observation of a demonstration teaching* 3 in COT rating sheets / inter-observer shown in COT
via LAC
5%
agreement forms. rating sheets / 3.00 0.15
inter-observer
Demonstrated Level 4 in Objective 5 as shown agreement
forms.
2 in COT rating sheets / inter-observer
agreement forms.

Demonstrated Level 3 in Objective 5 as shown

in COT rating sheets / inter-observer
1
agreement forms or No acceptable evidence
was shown.

6. Maintained learning Classroom Observation Tool (COT rating

environments that promote
fairness, respect and care to
encourage learning.
Demonstrated Level 7 in Objective 6 as shown
sheet or inter-observer agreement form
from 5 in COT rating sheets / inter-observer
1. an observation of synchronous teaching agreement forms.
(limited face-toface teaching, online
teaching, or two-way radio instruction) Demonstrated Level 6 in Objective 6 as shown
2. if option 1 is not possible, an observation 4 in COT rating sheets / inter-observer
of a recorded video lesson or audio lesson agreement forms.
Demonstrated
that is SLM-based or MELC aligned Level 6 in
3. if options 1 and 2 are not possible, an Demonstrated Level 5 in Objective 6 as shown Objective 6 as
observation of a demonstration teaching* 3 in COT rating sheets / inter-observer shown in COT
via LAC 5% agreement forms. rating sheets / 4.00 0.20
inter-observer
Demonstrated Level 4 in Objective 6 as shown agreement
2 in COT rating sheets / inter-observer forms.
agreement forms.

7. Maintained learning
environments that nurture and
inspire learners to participate,
cooperate and collaborate in
continued learning.
SET A
Any supplementary material (in print /
digital format) made by the ratee* and
used in the lesson delivery that highlights
maintaining learning environments that
nurture and inspire learners to participate,
cooperate and collaborate in continued
learning
●activity sheet/s
● one lesson from a sel flearning 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)
with client/learner feedback on how the
material encouraged the learners to
participate, cooperate, and collaborate
5.0%
SET B
Classroom Observation Tool (COT rating
sheet or inter-observer agreement form
from
1. an observation of synchronous teaching
(limited face-toface teaching, online
teaching, or two-way radio instruction)
2. if option 1 is not possible, an observation
of a recorded video lesson or audio lesson
that is SLM-based or MELC aligned
3. if options 1 and 2 are not possible, an
observation of a demonstration teaching*
via LAC
Demonstrated Level 3 in Objective 6 as shown
in COT rating sheets / inter-observer
1
agreement forms or No acceptable evidence
was shown.
Provided effective and varying learning
opportunities that are well-aligned with the
5 learning goals and feature all elements of
collaborative learning as shown in the
submitted learning material
Provided effective learning opportunities
that are well-aligned with the learning goals
and engage learners to participate,
4
cooperate, and/or collaborate in continued
learning as shown in the submitted learning
material.
Provided an effective learning opportunity
that is well-aligned with the learning goal/s
and engage learners to participate,
3
cooperate, and/or collaborate in continued
learning as shown in the submitted learning Provided
material. effective
learning
opportunities
Provided learning opportunity/ies that is/are that are well-
partially aligned with the learning goal/s and aligned with the
only somehow engage/s learners to learning goals
2
participate, cooperate, and/or and engage
collaborate in continued learning as shown learners to
in the submitted learning material. participate, 4.00 0.20
cooperate,
and/or
1 No acceptable evidence was shown. collaborate in
continued
learning as
Demonstrated Level 7 in Objective 7 as shown
5 in COT rating sheets / inter-observer shown in the
submitted
agreement forms.
learning
material.
Demonstrated Level 6 in Objective 7 as shown
4 in COT rating sheets / inter-observer
agreement forms.
Demonstrated Level 5 in Objective 7 as shown
3 in COT rating sheets / inter-observer
agreement forms.

8. Applied a range of
successful strategies that
maintain learning
environments that motivate
learners to work productively
by assuming responsibility for
their own learning.
observation of a demonstration teaching*
via LAC
SET A
Any supplementary material (in print /
digital format) made by the ratee* and
used in the lesson delivery that highlights
maintaining learning environments that
nurture and inspire learners to participate,
cooperate and collaborate in continued
learning
●activity sheet/s
● one lesson from a sel flearning 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)
5.0%
SET B
Classroom Observation Tool (COT rating
sheet or inter-observer agreement form
from
1. an observation of synchronous teaching
(limited face-toface teaching, online
teaching, or two-way radio instruction)
2. if option 1 is not possible, an observation
of a recorded video lesson or audio lesson
that is SLM-based or MELC aligned
3. if options 1 and 2 are not possible, an
observation of a demonstration teaching*
via LAC
Demonstrated Level 4 in Objective 7 as shown
2 in COT rating sheets / inter-observer
agreement forms.
Demonstrated Level 3 in Objective 7 as shown
in COT rating sheets / inter-observer
1
agreement forms or No acceptable evidence
was shown.
Applied effective teaching strategies that are
well-aligned with the learning goals and
5 successfully motivate learners to monitor
and evaluate their own learning as shown in
the submitted learning material.
Applied effective teaching strategies that are
well-aligned with the learning goals and
successfully motivate learners to work
4
productively by assuming responsibility for
their own learning as shown in the submitted
learning material.
Applied an effective teaching strategy that is
well-aligned with the learning goal/s and
successfully motivates learners to work
3
productively by assuming responsibility for
Applied
their own learning as shown in the submitted
effective
learning material. teaching
strategies that
Applied teaching strategy/ies that is/are are well-aligned
partially aligned with the learning goal/s and with the
only somehow motivate/s learners to work learning goals
2 and successfully
productively by assuming responsibility for
their own learning as shown in the submitted motivate
learning material. learners to work 4.00 0.20
productively by
assuming
1 No acceptable evidence was shown. responsibility
for their own
learning as
Demonstrated Level 7 in Objective 8 as shown shown in the
5 in COT rating sheets / inter-observer submitted
learning
agreement forms.
material.
Demonstrated Level 6 in Objective 8 as shown
4 in COT rating sheets / inter-observer
agreement forms.
Demonstrated Level 5 in Objective 8 as shown
3 in COT rating sheets / inter-observer
agreement forms.

KRA 3. 9. Designed, adapted and
Diversity of implemented teaching
strategies that are responsive
Learners, to learners with disabilities,
Curriculum and giftedness and talents.
Planning, &
Assessment and
Reporting
(20%)
10. Adapted and used
culturally appropriate teaching
strategies to address the needs
of learners from indigenous
groups.
3. if options 1 and 2 are not possible, an
observation of a demonstration teaching*
via LAC
Demonstrated Level 4 in Objective 8 as shown
2 in COT rating sheets / inter-observer
agreement forms.
Demonstrated Level 3 in Objective 8 as shown
in COT rating sheets / inter-observer
1
agreement forms or No acceptable evidence
was shown.
SET A
Demonstrated Level 7 in Objective 9 as shown
Classroom Observation Tool (COT) rating
5 in COT rating sheets / inter-observer
sheet or inter-observer agreement form
agreement forms.
from
1. an observation of synchronous teaching
Demonstrated Level 6 in Objective 9 as shown
(limited face-to-face teaching, online
4 in COT rating sheets / inter-observer
teaching, or two-way radio instruction)
agreement forms.
2. if option 1 is not possible, an observation
of a recorded video lesson or audio lesson
Demonstrated Level 5 in Objective 9 as shown
that is SLM-based or MELC-aligned
3 in COT rating sheets / inter-observer
3. if options 1 and 2 are not possible, an
agreement forms.
observation of a demonstration teaching*
via LAC Demonstrated Level 4 in Objective 9 as shown
2 in COT rating sheets / inter-observer
agreement forms. Demonstrated
Level 5 in
Demonstrated Level 3 in Objective 9 as shown Objective 9 as
in COT rating sheets / inter-observer shown in COT
5.0% 1
agreement forms or No acceptable evidence rating sheets / 3.00 0.15
was shown. inter-observer
agreement
SET B
forms.
Teacher Reflection Form (TRF) on 5 Demonstrated Level 5 as shown in the TRFs
designing, adapting, and/or implementing
teaching strategies that are responsive to
learners with disabilities, giftedness and 4 Demonstrated Level 4 as shown in the TRFs
talents and a certification from the school
head that the ratee’s classes have no
identified learner/s with disabilities, 3 Demonstrated Level 3 as shown in the TRFs
giftedness and/or talents.
2 Demonstrated Level 2 as shown in the TRFs
Demonstrated Level 1 as shown in the TRFs
1
or No acceptable evidence was shown
SET A
Classroom Observation Tool (COT) rating Demonstrated Level 7 in Objective 10 as
sheet or inter-observer agreement form 5 shown in COT rating sheets / inter-observer
from agreement forms.
1. an observation of synchronous teaching
(limited face-to-face teaching, online
teaching, or two-way radio instruction)
2. if option 1 is not possible, an observation
of a recorded video lesson or audio lesson

of learners from indigenous
groups.
11. Adapted and implemented 1. Proof of evaluation* on the
learning programs that ensure implementation of the adapted /
relevance and responsiveness contextualized learning program.
to the needs of all learners.
sheet or inter-observer agreement form
from
1. an observation of synchronous teaching
(limited face-to-face teaching, online Demonstrated Level 6 in Objective 10 as
teaching, or two-way radio instruction) 4 shown in COT rating sheets / inter-observer
2. if option 1 is not possible, an observation agreement forms.
of a recorded video lesson or audio lesson
that is SLM-based or MELC-aligned Demonstrated Level 5 in Objective 10 as
3. if options 1 and 2 are not possible, an 3 shown in COT rating sheets / inter-observer
observation of a demonstration teaching* agreement forms.
via LAC
Demonstrated Level 4 in Objective 10 as
2 shown in COT rating sheets / inter-observer
agreement forms. Demonstrated
Level 6 in
Objective 10 as
Demonstrated Level 3 in Objective 10 as shown in COT
5.0% shown in COT rating sheets / inter-observer rating sheets / 4.00 0.20
1
agreement forms or No acceptable evidence inter-observer
was shown. agreement
forms.
SET B
Teacher Reflection Form (TRF) on 5 Demonstrated Level 5 as shown in the TRFs
developing and applying teaching strategies
to address effectively the needs of learners
from indigenous groups and a certification 4 Demonstrated Level 4 as shown in the TRFs
from the school head that the ratee’s
classes have no identified learner/s from
indigenous groups 3 Demonstrated Level 3 as shown in the TRFs
2 Demonstrated Level 2 as shown in the TRFs
Demonstrated Level 1 as shown in the TRFs
1
or No acceptable evidence was shown
Evaluated the adapted / contextualized
5
learning program as evidenced by MOV No. 1
2. Progress report on the implementation of
the adapted / contextualized learning Monitored progress of the adapted /
program. 4 contextualized learning program while being
implemented as evidenced by MOV No. 2 Planned for the
3. Accomplishment / completion / technical implementation
of the adapted /
report on the implementation of an adapted
Completed the implementation of the contextualized
/ contextualized learning program. 5%
3 adapted / contextualized learning program as existing learning
2.00 0.10
evidenced by MOV No. 3. program as
4. Action plan / activity proposal / activity evidenced by
matrix that shows an adapted / MOV No. 4.
contextualized learning program. Planned for the implementation of the
2 adapted / contextualized existing learning
program as evidenced by MOV No. 4.
 1 No acceptable evidence was shown.

12. Utilized assessment data A list of identified least / most mastered

ton inform the modification of
teaching and learning practices
and programs.
Implemented a teaching and learning strategy
skills based on the frequency of errors /
/ program using materials based on learners’
correct responses with any of the
following supporting MOV
5 assessment data as evidenced by a list of
identified least / most mastered skills with
1. accomplishment report for remedial / supporting MOV No. 1.
enhancement activities (e.g., remedial
sessions, Summer Reading Camp, Phil Developed materials based on learners’ Planned for a
IRIbased reading program). assessment data as evidenced by a list of teaching and
4
identified least / most mastered skills with learning
2. intervention material used for supporting MOV No. 2. strategy and/or
remediation / reinforcement / enhancement. program based
on learners’
Planned for a teaching and learning strategy assessment data
3. lesson plan/activity log for remediation / 5% and/or program based on learners’ assessment as evidenced by 3.00 0.15
enhancement utilizing of assessment data to 3 data as evidenced by a list of identified least / a list of
modify teaching and learning practices or most mastered skills with supporting MOV No. identified least /
programs. 3. most mastered
skills with
supporting MOV
Analyzed learners’ mastered skills based on No. 3.
the frequency of errors and correct responses
2
as evidenced by a list of identified least / most
mastered skills.

1 No acceptable evidence was shown.

KRA 4. Community 13. Maintained learning

Collaborated with the community
Linkages and environments that are 1. Accomplishment report of a program /
responsive to community stakeholder in the implementation /
Professional project / activity that maintains a learning
contexts. completion of a program, project, and/or
environment. 5
Engagement & activity that maintains a learning environment
Personal Growth 2. Program / Project / Activity plan on
responsive to community contexts as
and Professional evidenced by MOV No. 1
maintaining a learning environment.
Development Conducted a
Planned with the community stakeholders a consultative
(30%) 3. Minutes of a consultative meeting /
program, project, and/or activity that meeting with
community stakeholders meeting about a
4 maintains a learning environment responsive the community
program / project / activity that maintains a
to community contexts as evidenced by MOV stakeholders on
learning environment with proof of
No. 2. a program,
attendance.
project, and/or
Conducted a consultative meeting with the activity that
4. Communication letter about a program / 5%
community stakeholders on a program, maintains a 3.00 0.15
project / activity that maintains a learning learning
project, and/or activity that maintains a
environment. 3 environment
learning environment responsive to
community contexts as evidenced by MOV No. responsive to
community
3.
contexts as
evidenced by
MOV No. 3.
 community
contexts as
evidenced by
Communicated with the community MOV No. 3.
stakeholders about a program, project, and/or
2 activity that maintains the learning environmen
responsive to community contexts as
evidenced by MOV No. 4

1 No acceptable evidence was shown

14. Reviewed regularly 1. Annotated video / audio recording of

personal teaching practice
using existing laws and
regulations that apply to the
teaching profession and the
responsibilities specified in the
Code of Ethics for Professional
Teachers.
one’s teaching that shows impact of Exhibited an improved practice through
regularly reviewing one’s teaching one’s teaching as impact of regularly
practice/s. reviewing one’s teaching practice/s using laws
5 and regulations that apply to the profession
and the responsibilities in the Code of Ethics
2. Annotated teaching material that shows
for Professional Teachers as evidenced by
impact of regularly reviewing one’s teaching
MOV No. 1.
practice/s
● lesson plan
● activity sheet Participated in
● assessment materials Exhibited an improved practice through a
teaching material as impact of regularly the review of
● others (please specify) personal
reviewing one’s teaching practice/s using laws
teaching
4 and regulations that apply to the profession
3. Personal reflection notes as outputs from practices using
and the responsibilities in the Code of Ethics
participation in review of personal teaching laws and
for Professional Teachers as evidenced by regulations that
practices in four (4) quarters
MOV No. 2. apply to the
4. Proof of attendance (with date) in LAC or profession and
5%
the 2.00 0.10
coaching and mentoring sessions for review Reviewed personal teaching practices using responsibilities
of personal teaching practices. laws and regulations that apply to the in the Code of
profession and the responsibilities in the Code Ethics for
3
of Ethics for Professional Teachers in 4 quarters Professional
with reflection outputs as evidenced by MOV Teachers in 4
No. 3. quarters as
evidenced by
MOV No. 4
Participated in the review of personal
teaching practices using laws and regulations
that apply to the profession and the
2
responsibilities in the Code of Ethics for
Professional Teachers in 4 quarters as
evidenced by MOV No. 4

1 No acceptable evidence was shown.

15. Complied with and
implemented school policies
and procedures consistently to
foster harmonious
relationships with learners,
parents, and other
stakeholders.
1. Proof of participation / involvement in a
school-community partnership for the
implementation of a school policy /
procedure (e.g., certificate as committee
member, narrative report).
2. Minutes of parentteacher conference /
stakeholders’ meeting about an
implemented school policy / procedure with
proof of attendance.
Sustained engagement with the learners,
parents / guardians, and other stakeholders
5 regarding school policies and procedures
through schoolcommunity partnership/s as
evidenced by MOV no. 1.
Implemented
school policies
and procedures
relationships with learners,
parents, and other
stakeholders.
16. Applied a personal
philosophy of teaching that is explaining the application of a learner-
learner-centered.
17. Adopted practices that
uphold the dignity of teaching
as a profession by exhibiting
qualities such as caring
attitude, respect and integrity.
member, narrative report).
2. Minutes of parentteacher conference /
Discussed with learners, parents /
stakeholders’ meeting about an Implemented
guardians, and other stakeholders the
implemented school policy / procedure with 4 school policies
implemented school policies and procedures
proof of attendance. and procedures
as evidenced by MOV no. 2.
without
3. Communication letter about an communicating
implemented school policy / procedure sent 5% Communicated with learners, parents / and consulting 2.00 0.10
to parent / guardian. guardians, and other stakeholders the the learners,
3
implemented school policies and procedures parents /
as evidenced by MOV no. 3 guardians, and
other
Implemented school policies and stakeholders.
procedures without communicating and
2
consulting the learners, parents / guardians,
and other stakeholders.
1 No acceptable evidence was shown.
One (1) lesson plan with annotations Applied learnercentered teaching philosophy
in the lesson plan in all the components of
centered teaching philosophy (e.g., 5
instruction in the lesson plan to improve
constructivism, existentialism) used as basis student learning.
for planning / designing the lesson.
Applied learnercentered teaching philosophy
4
in the lesson plan in two components of Application of
instruction in the lesson plan to improve learner-
student learning. centered
teaching
Applied learnercentered teaching philosophy philosophy is
5% in the lesson plan in one component of reflected but 2.00 0.10
3
instruction in the lesson plan to improve was poorly
student learning. used as basis
for planning /
designing the
Application of learner-centered teaching lesson.
2 philosophy is reflected but was poorly used
as basis for planning / designing the lesson.
1 No acceptable evidence was shown
1. Documented feedback from superiors,
colleagues, learners, parents / guardian, or Exhibited dignity of teaching as a profession
other stakeholders directly reflecting the by exhibiting qualities such as caring attitude,
ratee’s good practices that uphold the 5 respect, and integrity with affirmation from
dignity of teaching as a profession. different school stakeholders as evidenced by
at least two MOV No. 1.
2. Annotated evidence of practice indirectly
Exhibited
linking to the upholding of the dignity of
dignity of
teaching as a profession by exhibiting
teaching as a
qualities such as caring attitude, respect and
profession by
integrity. exhibiting

18. Set professional
development goals based on
the Philippine Professional
Standards for Teachers.
KRA 5. 19. Performed various related
Plus Factor works/activities that
contribute to the teaching-
(10%) learning process.
2. Annotated evidence of practice indirectly
Exhibited
linking to the upholding of the dignity of
Exhibited dignity of teaching as a profession dignity of
teaching as a profession by exhibiting
by exhibiting qualities such as caring attitude, teaching as a
qualities such as caring attitude, respect and
4 respect, and integrity with affirmation from any profession by
integrity. exhibiting
school stakeholder as evidenced by one MOV
● Screenshot of text message / chat / qualities such as
No. 1.
email / any form of communication with caring attitude,
parents / guardian or learners (name or any respect, and
identifier removed) 5%
integrity with 5.00 0.25
Adopted practices that uphold the dignity of
● Remarks from mentor / master teacher / affirmation
teaching as a profession by exhibiting qualities
school head about one’s qualities (e.g., 3 from different
such as caring attitude, respect, and integrity school
entries in Performance Monitoring and
as evidenced by at least two MOV No. 2. stakeholders as
Coaching Form [PMCF] or in Mid-Year
Review Form) evidenced by at
● Recognition from the school / school least two MOV
Adopted a practice that uphold the dignity of No. 1.
community about one’s qualities
teaching as a profession by exhibiting qualities
● Others (please specify) 2
such as caring attitude, respect, and integrity
as evidenced by one MOV No. 2
1 No acceptable evidence was shown.
1. Updated IPCRF-DP from Phase II
2. Mid-year Review Form (MRF) Updated professional development goals
3. Performance Monitoring and Coaching 5 during Phase II of the RPMS Cycle as
Form (PMCF) evidenced by MOV No. 1.
4. IPCRF-DP
5. Certification from the ICT Coordinator / Discussed progress on professional
School Head / Focal Person in charge of e- 4 development goals with the rater during the Updated
SAT mid-year review as evidenced by MOV No. 2 professional
development
goals during
5%
Phase II of the 5.00 0.25
Set professional development goals based
3 RPMS Cycle as
on e-SAT results as evidenced by MOV No. 3
evidenced by
MOV No. 1.
Accomplished the e-SAT at the beginning of
2
the school year as evidenced by MOV No. 4
1 No acceptable evidence
Any proof of:
● committee involvement Performed at least 1 related work / activity that
● advisorship of cocurricular activities
5
contributed to the teaching-learning process
● book or journal authorship / beyond the school / Community Learning
contributorship Center (CLC) as evidenced by submitted MOV
● coordinatorship / chairpersonship
● coaching and mentoring learners in
competitions
● serving as reliever of classes in the
absence of teachers Performed at
● mentoring pre-service teachers least 1 related
● participation in demonstration teaching work / activity
 ● coordinatorship / chairpersonship
● coaching and mentoring learners in
competitions
● serving as reliever of classes in the Performed at least 1 related work / activity that
absence of teachers contributed to the teaching-learning process Performed at
4
● mentoring pre-service teachers within the school / Community Learning least 1 related
● participation in demonstration teaching Center (CLC) as evidenced by submitted MOV work / activity
● participation as technical working group that contributed
member to the teaching-
learning process
● others (please specify and provide
annotations) 10% Performed at least 1 related work / activity that beyond the 5.00 0.25
contributed to the teaching-learning process school /
3 Community
within the learning area/department as
evidenced by submitted MOV Learning Center
(CLC) as
evidenced by
submitted MOV
Performed at least 1 related work / activity
that contributed to the teaching-learning
2
process within the class as evidenced by
submitted MOV.

1 No acceptable evidence was shown

OVERALL RATING FOR

ADJECTIVAL RATING
ACCOMPLISHMENTS 3.300
4.500 - 5.000 = Outstanding
3.500 - 4.499 = Very Satisfactory DESCRIPTIVE RATING S
2.500 - 3.499 = Satisfactory
1.500 - 2.499 = Unsatisfactory
Below 1.499 = Poor
Approving Authority

ARMAND RAY A. GABONADA FLOR R. ONG MA. LETICIA B. CABRILLAS

Ratee Rater Principal I

DEPED RPMS Form for Teachers

 INSTRUCTION: Please Put checkPART
( / ) in 2
the- box
CORE BEHAVIORAL
of the COMPETENCIES
competency indicators that you demonstrated during the performance
cycle.

1. Sel-Management TOTAL 2. Professionalism and Ethics TOTAL

1. Demonstrates the values and behavior enshrined in the Norms

/ 1. Sets personal goals and directions, needs and development. / and Conduct and Ethical Standards for public officials and employees (RA
6713).

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

/ 3. Displays emotional maturity and enthusiasm for and is challenged by 4 /

3. Maintains a professional image: being trustworthy, regularity of 4
higher goals. attendance and punctuality, good grooming and communication.

̸ 4. Prioritizes work tasks and schedules (through Gantt charts, checklists,

/ 4. Makes personal sacrifices to meet the organization’s needs.
etc.) to achieve goals.

/ 5. Act with a sense of urgency and responsibility to meet the organization’s

5. Sets high quality, challenging, realistic goals for self and others.
needs, improve system and help others improve their effectiveness.

3. Results Focus TOTAL 4. Teamwork TOTAL

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

2. Avoids rework, mistakes and wastage through effective work 2. Promotes collaboration and removes barrier to teamwork and goal
/ /
methods by placing organizational needs before personal needs. 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 work in terms of usefulness/acceptability / 3. Applies negotiation principles in arriving at win-win agreements.
and completeness with no supervision 5 5
required.
 5 5

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

/ waste or inefficiency. May focus on new or more precise ways of / 4. Drives consensus and team ownership of decisions.
meeting goals set.

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

improve performance. Examples may include doing something better, 5. Works constructively and collaboratively with others and across
/ /
faster, at a lower cost, more efficiently, or improving quality, customer organizations to accomplish organization goals and objectives.
satisfaction, morale, without setting any specific goal.

5. Service Orientation TOTAL 6. Innovation TOTAL

1. Examines the root cause of problems and suggests effective

1. Can explain and articulate organizational directions, issues and
/ / solutions. Foster new ideas, processes and suggests better ways to
problems.
do things (cost and/ or operational efficiency).

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

2. Takes personal responsibility for dealing with and/or correcting
/ / focuses on improving personal productivity to create higher value
customer service issues and concerns.
and results.

/
3. Initiates activities that promote advocacy for men and women 4 /
3. Promotes a creative climate and inspires co-workers to develop 5
empowerment. original ideas or solutions.

4. Participates in updating office vision, mission, mandates and 4. Translates creative thinking into tangible changes and solutions
/ /
strategies based on DEPED strategies and directions. that improve the work unit and organization.

5. Uses ingenious methods to accomplish responsibilities.

5. Develops and adopts service improvement program through
/ Demonstrates resourcefulness and the ability to succeed with
simplified procedures that will further enhance service delivery.
minimal resources.
 PART 3 - SUMMARY OF RATINGS FOR DISCUSION

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

FOR TEACHER I-III (Proficient Teacher)

Name of Employee: ARMAND RAY A. GABONADA Name of Rater: FLOR R. ONG

Position: SST-III Position: HEAD TEACHER I
Division: SAMAR DIVISION School & District: PINABACDAO NHS/PINABACDAO I
Rating Period: SEPTEMBER 2021-JULY 2022 Date of Review: JULY 26, 2022

KRA Weight per KRA Objedtives Weight per Objective Numerical Rating (Quality) Score

Objectiive 1 5% 4 0.20
Objectiive 2 5% 3 0.15
KRA 1 20%
Objectiive 3 5% 4 0.20
Objectiive 4 5% 4 0.20
Objectiive 5 5% 3 0.15
Objectiive 6 5% 4 0.20
KRA 2 20%
Objectiive 7 5% 4 0.20
Objectiive 8 5% 4 0.20
Objectiive 9 5% 3 0.15
Objectiive 10 5% 4 0.20
KRA 3 20%
Objectiive 11 5% 2 0.10
Objectiive 12 5% 3 0.15
Objectiive 13 5% 3 0.15
Objectiive 14 5% 2 0.10
Objectiive 15 5% 2 0.10
KRA 4 30%
Objectiive 16 5% 2 0.10
Objectiive 17 5% 5 0.25
Objectiive 18 5% 5 0.25
KRA 5 10% Objectiive 19 5% 5 0.25
Final Rating 3.300
FIBAL PERFORMANCE RESULTS Accomplishments of KRAs and Ojectives
Adjectival Rating S

ARMAND RAY A. GABONADA FLOR R. ONG MA. LETICIA B. CABRILLAS

Ratee Rater Approving Authority
 PART 4 - 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 III: Performance Rewarding and Development Planning, based on
the actual results of IPCRF.

Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed

Learning Objective Interventions

A. Functional Competencies
Domain 4: Advised and guided Domain 6 & 7: Guide colleagues To encouraged colleagues to conduct LAC session, meetings and Year Round School Head/Teachers/Parents
colleagues in the selection, to strengthen relationships with establish ties with parents or conduct online kumustahan for or Guardians
organization, development, and parents/guardians and the wider guardians and in the rest of parents/guardians and prepare
use of appropriate teaching and
school community to maximize the school community to webinars for parents
learning resources and including
their involvement in the increase their participation in
ICT to address specific learning
goals (PPST Indicator 4.5.3)
educative process. (PPST the educational process.
Indicator 6.2.3)

B. Core Behavioral Competencies

Teamwork Innovations Working constructively and
collaboratelly with others and
across organizations to
accomplish the organization's
goals and objectives.
conduct (FGD) focus group Year Round School Head/Teachers
discussion, LAC meetings and
monitoring and to build a
collaborative working environment

Feedback:

ARMAND RAY A. GABONADA FLOR R. ONG MA. LETICIA B. CABRILLAS

Ratee Rater Approving Authority