INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Tea

Name of Employee: EUGENE LOUIE G. IBARRA

Position: TEACHER 1

Bureau/Center/Service/Division: DEPED-SARANGANI

Rating Period: JULY 2019 TO JANUARY 2020

TO BE FILLED OUT DURING PLANNING

Performance Indicators
Weight
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory
per KRA QET
5 4
Basic 1. Content 1. Applied 22.50% Quality Showed knowledge of Showed knowledge of
content and its content and its
Education Knowledge and knowledge of
integration within and integration within and
Services Pedagogy content within across subject areas as across subject areas as
and across shown in the Main MOV shown in the Main MOV
curriculum with a rating of 7 with a rating of 6
teaching areas. Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV,
each with any 1 of the each with any 1 of the
Supporting MOV Supporting MOV

Timeliness
2. Used a range JULY Quality Facilitated using Facilitated using
different teaching different teaching
of teaching 2019 TO
strategies that promote strategies that promote
strategies that JANUA reading, writing and/or reading, writing and/or
enhance learner RY 2020 numeracy skills as numeracy skills as
achievement in shown in the Main MOV shown in the Main MOV
with a rating of 7 with a rating of 6
literacy and
numeracy skills. Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV,
each with any 1 of the each with any 1 of the
Supporting MOV Supporting MOV

Timeliness
3. Applied a JULY Quality Used different teaching Used different teaching
strategies that develop strategies that develop
range of 2019 TO
critical and/or creative critical and/or creative
teaching JANUA thinking, as well as other thinking, as well as other
strategies to RY 2020 HOTS as shown in the HOTS as shown in the
develop critical Main MOV with a rating Main MOV with a rating
of 7 of 6
and creative
thinking, as well Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV,
as other higher- each with any 1 of the each with any 1 of the
order thinking Supporting MOV Supporting MOV
skills. Timeliness
2. Learning 4. Managed JULY 22.50% Quality Used classroom Used classroom
management strategies management strategies
Environment and classroom 2019 TO
that engage learners in that engage learners in
Diversity of structure to JANUA activities/ tasks as activities/ tasks as
Learners engage RY 2020 shown in the Main MOV shown in the Main MOV
learners, with a rating of 7 with a rating of 6
individually or in
groups, in
meaningful
exploration,
discovery and
hands-on
activities within
a range of
physical
learning
Diversity of structure to JANUA
Learners engage RY 2020
learners,
individually or in
groups, in
meaningful
exploration,
discovery and Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV,
each with any 1 of the each with any 1 of the
hands-on Supporting MOV Supporting MOV
activities within
a range of
physical
learning
environments. Timeliness
5. Managed JULY Quality Applied teacher Applied teacher
management strategies management strategies
learner behavior 2019 TO
of learner behavior that of learner behavior that
constructively JANUA promote positive and promote positive and
by applying RY 2020 non-violent discipline as non-violent discipline as
positive and shown in the MOV with shown in the MOV with
a rating of 7 a rating of 6
non-violent
discipline to Efficiency Submitted 4 COT rating Submitted 3 COT rating
ensure learning- sheets/inter- observer sheets/inter- observer
focused agreement forms, each agreement forms, each
with 4 strategies as with 4 strategies as
environments. noted in the comment noted in the comment
section section
Timeliness
6. Used JULY Quality Applied differentiated Applied differentiated
teaching strategies to teaching strategies to
differentiated, 2019 TO
address learner diversity address learner diversity
developmentally JANUA as shown in the Main as shown in the Main
appropriate RY 2020 MOV with a rating of 7 MOV with a rating of 6
learning
experiences to Efficiency Submitted 2 Main MOV Submitted 2 Main MOV
address with 4 differentiated with 3 differentiated
teaching strategies as teaching strategies as
learners’
observed in 2 lessons, observed in 2 lessons,
gender, needs, each with any 1 of the each with any 1 of the
strengths, Supporting MOV Supporting MOV
interests and Timeliness
experiences.
3. Curriculum 7. Planned, JULY 22.50% Quality Planned and Planned and
implemented implemented
and Planning managed and 2019 TO
developmentally developmentally
implemented JANUA sequenced teaching and sequenced teaching and
developmentally RY 2020 learning process as learning process as
sequenced shown in the Main MOV shown in the Main MOV
with a rating of 7 with a rating of 6
teaching and Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV,
learning each with any 1 of the each with any 1 of the
Supporting MOV Supporting MOV
processes to
meet curriculum
requirements
and varied Timeliness
teaching
contexts. Consistently participated Frequently participated
8. Participated JULY Quality
in LAC sessions/FGDs/ in LAC sessions/FGDs/
in collegial 2019 TO
meetings to discuss meetings to discuss
discussions that JANUA teacher/learner feedback teacher/learner feedback
use teacher and RY 2020 to enrich instruction as to enrich instruction as
learner shown in the MOV shown in the MOV
submitted submitted
feedback to
enrich teaching Efficiency Participated in 4 LAC Participated in 3 LAC
practice. sessions/ sessions/
FGDs/meetings on FGDs/meetings on
teacher/ learner teacher/learner feedback
feedback as evidently as evidently shown in
shown in the MOV the MOV submitted
submitted

Timeliness
 9. Selected, JULY Quality Developed and used Developed and used
varied teaching and varied teaching and
developed, 2019 TO
learning resources, learning resources,
organized and JANUA including ICT, to including ICT, to
used RY 2020 address learning goals address learning goals
appropriate as shown in the Main as shown in the Main
MOV with a rating of 7 MOV with a rating of 6
teaching and
learning Efficiency Submitted 1 Main MOV Submitted 1 Main MOV
resources, with 4 varied teaching with 3 varied teaching
including ICT, to and learning resources, and learning resources,
including ICT, as shown including ICT, as shown
address in 1 Supporting MOV in 1 Supporting MOV
learning goals. Timeliness
4. Assessment 10. Designed, JULY 22.50% Quality Designed, Designed,
and Reporting selected, 2019 TO selected, selected,
organized and JANUA organized and organized and
used used
used diagnostic, RY 2020 diagnostic, diagnostic,
formative and formative and formative and
summative summative summative
assessment assessment assessment
strategies strategies strategies
consistent with consistent consistent
Efficiency Submitted 1 Main MOV Submitted 1 Main MOV
curriculum with 4 varied with 3 varied
requirements. assessment strategies assessment strategies
as shown in any as shown in any
Supporting MOV Supporting MOV
Timeliness
11. Monitored JULY Quality Consistently monitored Frequently monitored
and evaluated learner and evaluated learner
and evaluated 2019 TO
progress and progress and
learner progress JANUA achievement using achievement using
and RY 2020 learner attainment data learner attainment data
achievement as shown in the MOV as shown in the MOV
submitted submitted
using learner Efficiency Submitted 4 different Submitted 3 different
attainment data. kinds of acceptable kinds of acceptable
MOV MOV
Timeliness Submitted MOV were Submitted MOV were
distributed across 4 distributed across 3
quarters quarters
12. JULY Quality Consistently showed Frequently showed
prompt and clear prompt and clear
Communicated 2019 TO
communication of the communication of the
promptly and JANUA learners’ needs, learners’ needs,
clearly the RY 2020 progress and progress and
learners’ needs, achievement to key achievement to key
stakeholders, including stakeholders, including
progress and
parents/ guardians as parents/ guardians as
achievement to shown in the MOV shown in the MOV
key Efficiency Submitted 4 different Submitted 3 different
stakeholders, kinds of acceptable kinds of acceptable
including MOV MOV
Timeliness Submitted MOV were Submitted MOV were
parents/guardia distributed across 4 distributed across 3
ns. quarters quarters
5. Plus Factor 13. Performed JULY 10% Quality Consistently performed Frequently performed
various related various related
various related 2019 TO
work/activities that work/activities that
works/activities JANUA contribute to the contribute to the
that contribute RY 2020 teaching learning teaching learning
to the teaching- process as shown in the process as shown in the
MOV submitted MOV submitted
learning Efficiency Submitted 4 different Submitted 3 different
process. kinds of acceptable kinds of acceptable
MOV MOV
Timeliness

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

EUGENE LOUIE G. IBARRA ELEUTERIO T. MAMINTAS

Ratee Rater
EW FORM (IPCRF) for Teacher I-III, SPET I-IV, Special Science Teacher I-II P
Name of Rater: ELEUTERIO T. MAMINTAS

Position: TEACHER III

Date of Review: January 7, 2020

NG TO BE FILLED OUT DURING EVALUATION

Performance Indicators
Rating
Satisfactory Unsatisfactory Poor Actual Results Score

3 2 1 Q E T Ave
Showed knowledge of Showed knowledge of No acceptable evidence Showed knowledge of
content and its content and its was shown content and its
integration within and integration within and integration within and
across subject areas as across subject areas as across subject areas as
shown in the Main MOV shown in the Main MOV shown in the Main MOV
with a rating of 5 with a rating of 4 with a rating of 6 4 4 4.000 0.300
Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence Submitted 3 Main MOV,
each with any 1 of the with any 1 of the was shown each with any 1 of the
Supporting MOV Supporting MOV Supporting MOV

Facilitated using Facilitated using No acceptable evidence Facilitated using

different teaching different teaching was shown different teaching
strategies that promote strategies that promote strategies that promote
reading, writing and/or reading, writing and/or reading, writing and/or
numeracy skills as numeracy skills as numeracy skills as
shown in the Main MOV shown in the Main MOV shown in the Main MOV
with a rating of 5 with a rating of 4 with a rating of 6 4 4 4.000 0.300
Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence Submitted 3 Main MOV,
each with any 1 of the with any 1 of the was shown each with any 1 of the
Supporting MOV Supporting MOV Supporting MOV

Used different teaching Used different teaching No acceptable evidence Used different teaching
strategies that develop strategies that develop was shown strategies that develop
critical and/or creative critical and/or creative critical and/or creative
thinking, as well as other thinking, as well as other thinking, as well as other
HOTS as shown in the HOTS as shown in the HOTS as shown in the
Main MOV with a rating Main MOV with a rating Main MOV with a rating
of 5 of 4 of 6 4 5 4.000 0.337
Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence Submitted 4 Main MOV,
each with any 1 of the with any 1 of the was shown each with any 1 of the
Supporting MOV Supporting MOV Supporting MOV

Used classroom Used classroom No acceptable evidence Used classroom

management strategies management strategies was shown management strategies
that engage learners in that engage learners in that engage learners in
activities/ tasks as activities/ tasks as activities/ tasks as
shown in the Main MOV shown in the Main MOV shown in the Main MOV
with a rating of 5 with a rating of 4 with a rating of 6

4 4 4.500 0.337
 4 4 4.500 0.337
Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence Submitted 3 Main MOV,
each with any 1 of the with any 1 of the was shown each with any 1 of the
Supporting MOV Supporting MOV Supporting MOV

Applied teacher Applied teacher No acceptable evidence Applied teacher

management strategies management strategies was shown management strategies
of learner behavior that of learner behavior that of learner behavior that
promote positive and promote positive and promote positive and
non-violent discipline as non-violent discipline as non-violent discipline as
shown in the MOV with shown in the MOV with shown in the MOV with
a rating of 5 a rating of 4 a rating of 6

Submitted 2 COT rating Submitted 1 COT rating No acceptable evidence Submitted 3 COT rating
4 4 4.000 0.300
sheets/inter- observer sheet/inter- observer was shown sheets/inter- observer
agreement forms, each agreement form with any agreement forms, each
with 4 strategies as 1 of the given strategies with 4 strategies as
noted in the comment as noted in the comment noted in the comment
section section section

Applied differentiated Applied differentiated No acceptable evidence Applied differentiated

teaching strategies to teaching strategies to was shown teaching strategies to
address learner diversity address learner diversity address learner diversity
as shown in the Main as shown in the Main as shown in the Main
MOV with a rating of 5 MOV with a rating of 4 MOV with a rating of 6

Submitted 2 Main MOV Submitted 1 Main MOV No acceptable evidence Submitted 2 Main MOV 4 4 4.000 0.300
with 2 differentiated with 1 differentiated was shown with 3 differentiated
teaching strategies as teaching strategy as teaching strategies as
observed in 2 lessons, observed in 1 lesson observed in 2 lessons,
each with any 1 of the with any 1 of the each with any 1 of the
Supporting MOV Supporting MOV Supporting MOV

Planned and Planned and No acceptable evidence Planned and

implemented implemented was shown implemented
developmentally developmentally developmentally
sequenced teaching and sequenced teaching and sequenced teaching and
learning process as learning process as learning process as
shown in the Main MOV shown in the Main MOV shown in the Main MOV
with a rating of 5 with a rating of 4 with a rating of 5
Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence Submitted 4 Main MOV,
each with any 1 of the with any 1 of the was shown each with any 1 of the 3 5 4.000 0.300
Supporting MOV Supporting MOV Supporting MOV

Occasionally Rarely participated in No acceptable evidence Frequently participated

participated in LAC LAC sessions/FGDs/ was shown in LAC sessions/FGDs/
sessions/FGDs/ meeting to discuss meetings to discuss
meetings to discuss teacher/learner feedback teacher/learner feedback
teacher/learner feedback to enrich instruction as to enrich instruction as
to enrich instruction as shown in the MOV shown in the MOV
shown in the MOV submitted submitted
submitted
Participated in 2 LAC Participated in 1 LAC No acceptable evidence Participated in 4 LAC 4 5 4.500 0.337
sessions/ session/FGD/ meeting was shown sessions/
FGDs/meetings on on teacher/ learner FGDs/meetings on
teacher/ learner feedback as evidently teacher/ learner
feedback as evidently shown in the MOV feedback as evidently
shown in the MOV submitted shown in the MOV
submitted submitted
Developed and used Developed and used No acceptable evidence Developed and used
varied teaching and varied teaching and was shown varied teaching and
learning resources, learning resources, learning resources,
including ICT, to including ICT, to including ICT, to
address learning goals address learning goals address learning goals
as shown in the Main as shown in the Main as shown in the Main
MOV with a rating of 5 MOV with a rating of 4 MOV with a rating of 6
4 5 4.500 0.337
Submitted 1 Main MOV Submitted 1 Main MOV No acceptable evidence Submitted 1 Main MOV
with 2 varied teaching with 1 teaching and was shown with 4 varied teaching
and learning resources, learning resource, and learning resources,
including ICT, as shown including ICT, as shown including ICT, as shown
in 1 Supporting MOV in 1 Supporting MOV in 1 Supporting MOV

Designed, Designed, No acceptable evidence Designed, selected,

selected, selected, was shown organized and used
organized and organized and diagnostic, formative
used used and summative
assessment strategies
diagnostic, diagnostic, consistent with
formative and formative and curriculum requirements
summative summative as shown in the Main
assessment assessment MOV with a rating of 7 5 5 5.000 0.375
strategies strategies
consistent
Submitted 1 Main MOV
consistent
Submitted 1 Main MOV No acceptable evidence Submitted 1 Main MOV
with 2 varied with 1 assessment was shown with 4 varied
assessment strategies strategy as shown in any assessment strategies
as shown in any Supporting MOV as shown in any
Supporting MOV Supporting MOV

Occasionally monitored Rarely monitored and No acceptable evidence Consistently monitored

and evaluated learner evaluated learner was shown and evaluated learner
progress and progress and progress and
achievement using achievement using achievement using
learner attainment data learner attainment data learner attainment data
as shown in the MOV as shown in the MOV as shown in the MOV 5 4 4.500 0.337
submitted submitted submitted
Submitted 2 different Submitted any 1 of the No acceptable evidence Submitted 3 different
kinds of acceptable acceptable MOV was shown kinds of acceptable
MOV MOV
Submitted MOV were Submitted MOV was No acceptable evidence
distributed across 2 completed in only 1 was shown
quarters quarter
Occasionally showed Rarely showed prompt No acceptable evidence Consistently showed
prompt and clear and clear was shown prompt and clear
communication of the communication of the communication of the
learners’ needs, learners’ needs, learners’ needs,
progress and progress and progress and
achievement to key achievement to key achievement to key
stakeholders, including stakeholders, including stakeholders, including
parents/ guardians as parents/ guardians as parents/ guardians as 5 4 4.500 0.337
shown in the MOV shown in the MOV shown in the MOV
Submitted 2 different Submitted any 1 of the No acceptable evidence Submitted 3 different
kinds of acceptable acceptable MOV was shown kinds of acceptable
MOV MOV
Submitted MOV were Submitted MOV was No acceptable evidence
distributed across 2 completed in only 1 was shown
quarters quarter
Occasionally performed Rarely performed No acceptable evidence Consistently performed
various related various related was shown various related
work/activities that work/activities that work/activities that
contribute to the contribute to the contribute to the
teaching learning teaching learning teaching learning
process as shown in the process as shown in the process as shown in the 5 4 4.500 0.450
MOV submitted MOV submitted MOV submitted
Submitted 2 different Submitted any 1 of the No acceptable evidence Submitted 3 different
kinds of acceptable acceptable MOV was shown kinds of acceptable
MOV MOV

RATING FOR OVERALL ACCOMPLISHMENTS VERY SATISFACTORY 4.310

RIO T. MAMINTAS
Rater Approving Authority
NOTE:
This sheet shall be accomplished during: i) Phase I: Performance Planning and Commitment, based on the resul
Review Form; and iii) Phase IV: Performance Rewarding and Development Planning, based on the actual results

The Ratee can modify the cell (i.e., add rows) to reflect his/her development needs and strengths.

Strengths

A. Functional Competencies
1. Professional Development

2. Personal Development

B. Core Behavioral Competencies

1. Professionalism and Ethics

2. Innovation and Service

orientation
Feedback:

EUGENE LOUIE G. IBARRA

RATEE

NOTE:
When all Parts of the IPCRF are accomplished, the Ratee must submit the file copy of his or h
of this form and submit to the Personnel Division of the school to be attached to his or her 201
 PART IV: DEVELOPMEN

accomplished during: i) Phase I: Performance Planning and Commitment, based on the results of e-SAT; and ii) Phase II: Pe
ii) Phase IV: Performance Rewarding and Development Planning, based on the actual results of IPCRF.

fy the cell (i.e., add rows) to reflect his/her development needs and strengths.

Development Needs

etencies
1.By enrolling to Masteral degree.
2.Attending relevant and most timely and comprehensive seminars, trainings, and
workshops.

1. Attending most relevant seminars, trainings and workshops.

Competencies
1. By pursuing to education such as Masteral degree and Doctoral degree.

2. Attending relevant and comprehensive trainings, seminars and workshops.

1. By attending relevant and comprehensive educational trainings, seminars,

and workshops.

2. By enrolling to Masteral degree and Doctoral degree.

 EUGENE LOUIE G. IBARRA
RATEE

s of the IPCRF are accomplished, the Ratee must submit the file copy of his or her IPCRF electronic form t
nd submit to the Personnel Division of the school to be attached to his or her 201 personnel file.
 PART IV: DEVELOPMENT PLANS

the results of e-SAT; and ii) Phase II: Performance Monitoring and Coaching, based on the agreements on the Performance M
al results of IPCRF.

Action Plan
(Recommended Developmental Intervention)
Learning Objectives

1. To enhance and develop professional and pedogical learning skills.

1.To enhance and develop personal skills, attitudes and socio-behavioral

skills.

1. To enhance and develop professional, ethical and socio-behavioral skills.

1.To innovate and develop innovative techniques and strategies in dealing

with educational issues and problems.
 ELEUTERIO T. MAMINTAS
RATER

his or her IPCRF electronic form to the Department Head or School Head for the school-wide consolidatio
her 201 personnel file.
ing, based on the agreements on the Performance Monitoring and Coaching Form and Mid-year

tal Intervention) Timeline Resources Needed

Intervention

1. By enrolling to Masteral degree. 2020-2021 1. Personal fund

2. By attending relevant seminars, 2. MOOE fund
trainings, and workshops.

1. By attending relevant seminars. 2020-2021 1. Personal fund

trainings, and workshops.

1. By enrolling to Masteral degree. 2020-2021 1. Personal fund

2. By attending relevant seminars, 2. MOOE fund

trainings, and workshops.

1. By attending relevant seminars. 2021-2022 1. Personal fund

trainings, and workshops.

2. By attending relevant seminars, 2. MOOE fund

trainings, and workshops.

3. National Deped fund

INTAS
APPROVING AUTHORITY

hool Head for the school-wide consolidation. He or she must print all the pages
 IPCRF Rat
Teacher I-III, SPE

PART 1: INDIVIDUAL PERFORMA

PRIVACY NOTICE:
By using this tool, you agree to authorize the Department of Educatio
with the Data Privacy Act of 2012.

INSTRUCTIONS:
Part 1 shall be accomplished by the Rater during the Phase III: Perform
Fill in empty cells (white) with needed information about the teacher,

COT Rating
Encode the COT rating per observation period by doing the following
1) Select the subject for COT; 2) Input the COT rating per objective; an

QET Rating
Once all available COT ratings are inputted, encode your rating for Eff

Note: This form automatically transmutes the COT rating to its corresp

When COT and QET ratings are encoded, click Finalize Part 1. Give th

Name of Employee: EUGENE LOUIE G. IBARRA Rater:

Position: Teacher 1 Position:

Employee ID #: 4928434 Date of Review:

Employment Status: Permanent Rating Period:

Age: 31

Sex: Male Number of Years in Teachin

Level Taught: Grade 8

Highest Degree Obtaine
Grade Level Taught: Grade 8

Subject Taught: English Area of Specializatio

COT 1 COT 2
Weight Weight
COT
per
KRA per Objectives Objectiv Indicato
KRA r No.
e
 Weight Weight
COT
per
KRA per Objectives Objectiv Indicato
KRA r No. RPMS 5-
e Rating Rating
pt Scale
Objective 1 7.5% 1 5 3 6
KRA 1 22.5% Objective 2 7.5% 2 5 3 6
Objective 3 7.5% 3 5 3 5
Objective 4 7.5% 4 5 3 5
KRA 2 22.5% Objective 5 7.5% 5 5 3 6
Objective 6 7.5% 6 5 3
Objective 7 7.5% 7 5 3 5
KRA 3 22.5% Objective 8 7.5%
Objective 9 7.5% 8 6
Objective 10 7.5% 9
KRA 4 22.5% Objective 11 7.5%
Objective 12 7.5%
Plus Factor 10% Objective 13 10%
Date Observed: 2019-07-03 2019-11-06
 Note:
When COT and QET rating
file copy to the teacher con
4.

PART 2: CORE

INSTRUCTIONS:
Part 2 shall be acomplished by the Ra
Please tick the box of the competency in
The results of your assessment can be fo

Self-Management
1." Sets personal goals and directions, needs and development.
2. Undertakes personal actions and behavior that are clear and purposive a
into account personal goals and values congruent to that of the organiza

3. Displays emotional maturity and enthusiasm for and is challenged by hig

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

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 Con
Ethical Standards for Public Officials and Employees (RA 6713).
 2. Practices ethical and professional behavior and conduct taking into acco
impact of his/her actions and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendan
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’

improve system and help others improve their effectiveness.

Results Focus
1. Achieves results with optimal use of time and resources most of the time

2. Avoids rework, mistakes and wastage through effective work methods by

organizational needs before personal needs.

3. Delivers error-free outputs most of the time by conforming to standard op

procedures correctly and consistently. Able to produce very satisfactory
in terms of usefulness/acceptability and completeness with no supervisio

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

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 improv

performance. Examples may include doing something better, faster, at a
more efficiently, or improving quality, customer satisfaction, morale, with
any specific goal.

NOTE:
Click Finalize P
to the preparatio
the results of Pa
 IPCRF Rating Encoding Form
Teacher I-III, SPET I-IV (Proficient Teacher)

DUAL PERFORMANCE COMMITMENT AND REVIEW FORM

Department of Education to collect, process, retain, and dispose of your personal information in accordance

g the Phase III: Performance Review and Evaluation of the RPMS Cycle.
tion about the teacher, school and division.

by doing the following steps:

rating per objective; and 3) Lock COT once finished.

code your rating for Efficiency and Timeliness.

OT rating to its corresponding in the RPMS 5-point scale.

Finalize Part 1. Give the file copy to the teacher concerned. The teacher shall accomplish Parts 2 & 4.

Eleuterio T. Mamintas Region: XII

Teacher III Division: Sarangani
2019-07-03 District/Municipality: Maasim 1 District

SY 2021-2022 School ID: 500291

School Name: Bongo Integrated Scho

ber of Years in Teaching: 2 years School Type: Rural

School Size: Small

Highest Degree Obtained:
Bachelor of Secondary Education Curricular Classification: Kinder to Grade 12

Area of Specialization: English Encoding Status: EDITING - NEW

COT 2 COT 3 COT 4
IPCRF Numerical Ratings
Ave
 IPCRF Numerical Ratings
Ave
RPMS 5-pt RPMS 5- RPMS 5-
Scale
Rating
pt Scale
Rating
pt Scale
Q E T

4 6 4 3.667 4 4

4 6 4 3.667 4 4

3 6 4 3.333 4 5

3 6 4 3.333 4 4

4 6 4 3.667 4 4

6 4 3.500 4 4

3 6 4 3.333 3 5

4 5

4 4.000 4 5

7 5 5.000 5 5

5 4

5 4

5 4

2019-11-06 2020-01-07 Final Rating

Adjectival Rating

Approving Authority:
e:
en COT and QET ratings are encoded, click Finalize Part 1. Give the
copy to the teacher concerned. The teacher shall accomplish Parts 2 &

PART 2: CORE BEHAVIORAL COMPETENCIES

S:
acomplished by the Ratee after the Rater accomplishes Part 1.
x of the competency indicators that you demonstrated during the performance cycle.
r assessment can be found in the PART 2 sheet.

Teamwork
velopment. 1. Willingly does his/her share of responsibility.
e clear and purposive and takes 2. Promotes collaboration and removes barrier to team
to that of the organization. accomplishment across the organization.

nd is challenged by higher goals. 3. Applies negotiation principles in arriving at win-win

ntt chants, checklists, etc.) to 4. Drives consensus and team ownership of decisions

elf and others. 5. Works constructively and collaboratively with other

organizations to accomplish organization goals and

Service Orientation
in the Norms and Conduct and 1. Can explain and articulate organizational directions
ees (RA 6713).
onduct taking into account the
, regularity of attendance and
n’s needs.
meet the organization’s needs,
ectiveness.
2. Takes personal responsibility for dealing with and/o
service issues and concerns.
3. Initiates activities that promote advocacy for men a
empowerment.
4. Participates in updating office vision, mission, man
based on DepEd strategies and directions.
5. Develops and adopts service improvement program
procedures that will further enhance service deliver

Innovation
ources most of the time. 1. Examines the root cause of problems and suggests
Foster new ideas, processes and suggests better w
and/or operational efficiency).

ective work methods by placing 2. Demonstrates an ability to think “beyond the box”. C
on improving personal productivity to create higher

nforming to standard operating 3. Promotes a creative climate and inspires co-worke

duce very satisfactory quality work ideas or solutions.
ness with no supervision required.

frustration at waste or inefficiency. 4. Translates creative thinking into tangible changes a

ng goals set. improve the work unit and organization.

ork methods to improve 5. Uses ingenious methods to accomplish responsibil

hing better, faster, at a lower cost, resourcefulness and the ability to succeed with min
tisfaction, morale, without setting

NOTE:
Click Finalize Part 2 to save your data. You can now proceed
to the preparation of the Part IV: Development Plan, based on
the results of Part 1 and Part 2 of the IPCRF.
rmation in accordance

plish Parts 2 & 4.

XII

Sarangani

Maasim 1 District

500291

Bongo Integrated School

Rural

Small

Kinder to Grade 12

EDITING - NEW

umerical Ratings
Adjectival
Score
Rating
umerical Ratings
Adjectival
Score
Rating
Ave
Very
4.000 0.300
Satisfactory
Very
4.000 0.300
Satisfactory
4.500 0.337 Outstanding
Very
4.000 0.300
Satisfactory
Very
4.000 0.300
Satisfactory
Very
4.000 0.300
Satisfactory
Very
4.000 0.300
Satisfactory
4.500 0.337 Outstanding
4.500 0.337 Outstanding
5.000 0.375 Outstanding
4.500 0.337 Outstanding
4.500 0.337 Outstanding
4.500 0.450 Outstanding
Final Rating 4.310

Adjectival Rating Very Satisfactory

f responsibility.
emoves barrier to teamwork and goal
rganization.

in arriving at win-win agreements.

wnership of decisions.

aboratively with others and across

rganization goals and objectives.

ganizational directions, issues and problems.

 for dealing with and/or correcting customer

e advocacy for men and women

vision, mission, mandates and strategies

nd directions.
improvement program through simplified
hance service delivery.

roblems and suggests effective solutions.

and suggests better ways to do things (cost

nk “beyond the box”. Continuously focuses

tivity to create higher value and results.

nd inspires co-workers to develop original

nto tangible changes and solutions that

anization.

ccomplish responsibilities. Demonstrates

y to succeed with minimal resources.
 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.
5
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
4. Makes personal sacrifices to meet the organization’s needs.

5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve
system and help others improve their effectiveness.
Results Focus

1. Achieves results with optimal use of time and resources most of the time.

2. Avoids rework, mistakes and wastage through effective work methods by placing
organizational needs before personal needs.

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.
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 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 pr
PART II: COMPETENCIES
rated during the performance cycle.

Teamwork

1. Willingly does his/her share of responsibility.

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
4. Drives consensus and team ownership of decisions.

5. Works constructively and collaboratively with others and across organizations to accomplish
organization goals and objectives.
Service Orientation

1. Can explain and articulate organizational directions, issues and problems.

2. Takes personal responsibility for dealing with and/or correcting customer service issues and
concerns.

3. Initiates activities that promote advocacy for men and women empowerment.
4
4. Participates in updating office vision, mission, mandates and strategies based on DepEd
strategies and directions.
5. Develops and adopts service improvement program through simplified procedures that will
further enhance service delivery.
Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster new ideas,
processes and suggests better ways to do things (cost and/or operational efficiency).
2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving
personal productivity to create higher value and results.

3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions. 5
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 succeed with minimal resources.

n the final rating. These competencies are monitored to inform professional development plans (DepEd Order No. 2,
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF
Teacher I-III, SPET I-IV, Special Science Teacher I-II (Proficient Tea
Name of Employee: EUGENE LOUIE G. IBARRA Name of Rater:
Position: TEACHER 1 Position:
eau/Center/Service/Division: DEPED SARANGANI Date of Review:
Rating Period: JULY 2019 TO JANUARY 2020

PART III. SUMMARY OF RATINGS FOR DISCUSSION

Weight per Numerical Ratings
KRA Weight per KRA Objectives
Objective Q E T

Objective 1 7.5% 4 4
KRA 1 22.5% Objective 2 7.5% 4 4 0
Objective 3 7.5% 4 5
Objective 4 7.5% 4 4
KRA 2 22.5% Objective 5 7.5% 4 4
Objective 6 7.5% 4 4
Objective 7 7.5% 3 5
KRA 3 22.5% Objective 8 7.5% 4 5
Objective 9 7.5% 4 5
Objective 10 7.5% 5 4
KRA 4 22.5% Objective 11 7.5% 5 4 0
Objective 12 7.5% 5 4 0
Plus Factor 10% Objective 13 10% 5 4
Final Rating
FINAL PERFORMANCE RESULTS Accomplishments of KRAs and Objectives
Adjectival Rating

EUGENE LOUIE G. IBARRA ELEUTERIO T. MAMINTAS

Ratee Rater
EW FORM (IPCRF) SUMMARY SHEET
er I-II (Proficient Teacher)
ELEUTERIO T. MAMINTAS
T-III
January 7, 2020

R DISCUSSION
cal Ratings Adjectival
Score
Ave Rating

4.000 0.300 Very Satisfactory

4.000 0.300 Very Satisfactory

4.500 0.337 Outstanding

4.000 0.300 Very Satisfactory

4.000 0.300 Very Satisfactory

4.000 0.300 Very Satisfactory

4.000 0.300 Very Satisfactory

4.500 0.337 Outstanding

4.500 0.337 Outstanding
5.000 0.375 Outstanding
4.500 0.337 Outstanding
4.500 0.337 Outstanding
4.500 0.450 Outstanding
Final Rating 4.310

Adjectival Rating VERY SATISFACTORY

Approving Authority