Republic of the Philippines

Department of Education

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW

(IPCRF) PART I-IV
SY 2021-2022
This form is an Excel-based version of the Part I-IV of the Individual Performance Com
(IPCRF) as prescribed in the DepEd Order No. 2, s. 2015. It is intended to assist Teachers/R
their IPCRF forms at different RPMS phases, e.g. Individual Performance Commitment and
Development Plan during Performance Planning and Commitment phase, accomplished I
rating during Performance Review and Evaluation phase. The data gathered using this too
identifying the needs of teachers and in providing appropriate interventions.

This tool shall be accomplished by each teacher. When all Parts I-IV are accomplished,
and submit this tool, with the Portfolio, to the Rater for final review and assessment.

OVERVIEW
Please open this Workbook with Microsoft Excel 2010 or later. The Excel Workbook has 1
• READ THIS
• Encoding Sheet-Proficient (green-colored sheet tab)
• IPCRF-Part 1-Proficient (green-colored sheet tab)
• IPCRF-Part 2-Proficient (green-colored sheet tab)
• IPCRF-Part 3-Proficient (green-colored sheet tab)
• IPCRF-Part 4-Proficient (green-colored sheet tab)
• Encoding Sheet-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 1-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 2-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 3-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 4-Highly Proficient (blue-colored sheet tab)

READ THIS
This sheet contains information about the tool and how to use it.

Encoding Sheet-Proficient & Encoding Sheet-Highly Proficient

The sheet is partially locked and only certain parts (Information box on top, spaces for rati
Authority at the bottom) are unlocked for encoding. This is where you will encode the rati
the Classroom Observation periods (COT 1-2) as reflected in the Classroom Observation T
from the Supplementary Materials/TRFs you have provided in applicable Objectives. This
IPCRF rating (Quality/Q) for the other objectives. The sheet automatically computes for th
your ratings, which will be the rating for Quality for the classroom observable objectives i
automatically reflected in the IPCRF-Part 1 and IPCRF-Part 3.

IPCRF-Part 1-Proficient & IPCRF-Part 1-Highly Proficient

The sheet automatically generates after encoding in the Encoding Sheet. NO MORE EDITIN

IPCRF-Part 2-Proficient & IPCRF-Part 2-Highly Proficient

This sheet contains the Core Behavioral Competencies, where you will encode the results
behavioral competencies. Indicate the total number of competency indicators that you ha
performance cycle in the space provided. The sheet is partially locked and only the space
number (1, 2, 3, 4, or 5) of competencies for each category of Core Behavioral Competenc
There are six (6) categories of core behavioral competencies (e.g. Self-Management, Profe
IPCRF-Part 2-Proficient & IPCRF-Part 2-Highly Proficient
This sheet contains the Core Behavioral Competencies, where you will encode the results
behavioral competencies. Indicate the total number of competency indicators that you ha
performance cycle in the space provided. The sheet is partially locked and only the space
number (1, 2, 3, 4, or 5) of competencies for each category of Core Behavioral Competenc
There are six (6) categories of core behavioral competencies (e.g. Self-Management, Profe

IPCRF-Part 3-Proficient & IPCRF-Part 3-Highly Proficient

This sheet, the Individual Performance Commitment Review Form Summary Sheet, shows
objective, your Average and Score per Objective, and your Final Rating for the performanc
automatically generated from the encoded information and ratings in the IPCRF-Part 1 sh
note on the sheet) should be edited.

IPCRF-Part 4-Proficient & IPCRF-Part 4-Highly Proficient

This sheet will contain your IPCRF-Development Plan. This sheet is completely unlocked. U
strengths and development needs, and the corresponding action plan, timeline, and resou
of your e-SAT prior to the RPMS Cycle. You may update your Development Plan based on
review and evaluation during RPMS Phase IV.

HOW TO USE
A. Opening the Workbook
1. Open the Excel Workbook with Microsoft Excel 2010 or later.

2. Click Enable editing when a prompt appears.

3. Click Enable Macros or Enable Content when a prompt appears.

4. Click Update when a prompt appears.

5. Read and understand all the contents of this 'READ THIS' Sheet, then click Begin at

B. Encoding IPCRF Ratings (in the Encoding Sheet & IPCRF-Part 3)

1. Encode all required information at the uppermost portion of the sheet. Input the N
Bureau/Center/Service/Division, Rating Period, Name of Rater, Position of Rater, Date of R
Approving Authority at the bottom of the sheet.
2. Input your all Ratings for the Classroom Observation period(s) you have been obser
Supplementary Materials/TRFs you have provided in applicable Objectives. The Sheet com
Rating for Quality for the classroom-observable Objectives based on the ratings that you
COT/Supp Material/TRF and up to at most 2). If you only have 1 COT/Supp Material/TRF,
under COT/Supp Material/TRF 1. Leave COT/Supp Material/TRF 2 blank. Input the Q ratin
that only a certain number of cells are editable on this sheet and these cannot be blank.
3. Double check if all ratings in the necessary Q columns are filled in on both the Enco
NOTE of and follow the instructions found on the right side of some objectives. Ensure th
Ratings reflect on the space at the bottom of the sheet.

C. Accomplishing the Competencies Part of the IPCRF

1. Open the IPCRF-Part 2 sheet to begin encoding.
2. Input the number of competency indicators (1, 2, 3, 4, or 5) for each of the 6 catego
Competencies that you have demonstrated during the performance cycle.

D. Preparing the Development Plans

1. Open the IPCRF-Part 4 sheet to begin encoding.
2. Encode your strengths and development needs for both the Functional Competenc
the Core Behavioral Competencies (in Part II).
3. Input your corresponding action plan (including the Learning Objectives and Interve
needed.

E. Submitting IPCRF Parts I-IV to your Rater

Print all 4 sheets: IPCRF-Parts 1-4 that you have accomplished, in the required numbe
Rater, together with your RPMS Portfolio. There will be a face-to-face validation of the IPC
Rater.
 3. Input your corresponding action plan (including the Learning Objectives and Interve
needed.

E. Submitting IPCRF Parts I-IV to your Rater

Print all 4 sheets: IPCRF-Parts 1-4 that you have accomplished, in the required numbe
Rater, together with your RPMS Portfolio. There will be a face-to-face validation of the IPC
Rater.

T1-T3?
Begin.

Developed by:

ANGELO D. UY
School Principal II
Biñan City Science and Technology High School
Schools Division Office of Biñan City
ation

T AND REVIEW FORM

Performance Commitment and Review Form

to assist Teachers/Ratees in the preparation of
ce Commitment and Review Form (IPCRF) and
ase, accomplished IPCRF with computed final
hered using this tool will help the Rater in
ntions.

V are accomplished, the teacher should print

nd assessment.

cel Workbook has 11 viewable sheets:

t
n top, spaces for ratings, and name of Approving
will encode the ratings that you have obtained in all
oom Observation Tool (COT) Rating Sheets, and/or
ble Objectives. This is where you will also encode your
ally computes for the average transmuted rating of
ervable objectives in the RPMS. The final ratings are

et. NO MORE EDITING IS ALLOWED ON THIS SHEET.

encode the results of the assessment of your core

dicators that you have demonstrated during the
and only the spaces where will you encode the
havioral Competencies are unlocked for encoding.
Management, Professionalism and Ethics).
 encode the results of the assessment of your core
dicators that you have demonstrated during the
and only the spaces where will you encode the
havioral Competencies are unlocked for encoding.
Management, Professionalism and Ethics).

mary Sheet, shows your IPCRF rating (Quality/Q) per

for the performance cycle. Data in this sheet are
the IPCRF-Part 1 sheet. ONLY THE COLORED CELLS (see

mpletely unlocked. Use this sheet to encode your

timeline, and resources needed based on the results
ment Plan based on the results of your performance

then click Begin at the bottom to start.

art 3)
sheet. Input the Name of Employee/Ratee, Position,
n of Rater, Date of Review. Type also the name of the

ou have been observed, and/or Ratings for the

tives. The Sheet computes for the transmuted RPMS
he ratings that you encoded (e.g., from at least 1
upp Material/TRF, you just need to encode the ratings
nk. Input the Q ratings for the other objectives. Note
e cannot be blank.
n on both the Encoding Sheet, and IPCRF-Part 3. Take
bjectives. Ensure that Final Numerical and Adjectival

each of the 6 categories of Core Behavioral

ycle.

ctional Competencies (RPMS Objectives in Part I) and

jectives and Interventions), timeline, and resources

he required number of copies. Submit these to your

validation of the IPCRF between the Ratee and the
jectives and Interventions), timeline, and resources

he required number of copies. Submit these to your

validation of the IPCRF between the Ratee and the

T1-T3? MT1-MT4?
Begin. Begin.
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) ENCODING SHEET
Teacher I-III (Proficient Teacher)

Name of Employee: MICHELLE M. NANAY Name of Rater: LYRA M. AMBALA

Position: Teacher 1 Position: Head Teacher
Bureau/Center/Service/DivisionCagayan Date of Review: July 11, 2022
Rating Period: SY 2021-2022 (August 2021-July 2022)

COT/Supp COT/Supp
Weight Material/TRF 1 Material/TRF 2
COT Indicator No. Numerical Ratings
KRA Weight per KRA Objectives per Score
(Set)
Objective COT RPMS 5-pt COT RPMS 5-pt
Rating Scale Rating Scale Q E T Ave
Objective 1 5% 1 7 5 7 5 5 5.000 0.250
Objective 2 5% 5 5.000 0.250
KRA 1 20%
Objective 3 5% 2 7 5 7 5 5 5.000 0.250
Objective 4 5% 3 7 5 6 4 5 5.000 0.250
Objective 5 5% 4 6 4 6 4 4 4.000 0.200
Objective 6 5% 5 7 5 7 5 5 5.000 0.250
SET A
(Supp 0.000 0.000
Objective 7 5% 6
KRA 2 20% Material)
SET B (COT) 7 5 7 5 5 5.000 0.250
SET A
(Supp 0.000 0.000
Objective 8 5% 7
Material)
SET B (COT) 7 5 7 5 5 5.000 0.250
SET A (COT) 6 4 7 5 5 5.000 0.250
Objective 9 5% 8
SET B (TRF) 0.000 0.000
SET A (COT) 6 4 7 5 5 5.000 0.250
KRA 3 20% Objective 10 5% 9
SET B (TRF) 0.000 0.000
Objective 11 5% 2 2.000 0.100
Objective 12 5% 5 5.000 0.250
Objective 13 5% 5 5.000 0.250
Objective 14 5% 5 5.000 0.250
Objective 15 5% 5 5.000 0.250
KRA 4 30%
Objective 16 5% 5 5.000 0.250
Objective 17 5% 5 5.000 0.250
Objective 18 5% 3 3.000 0.150
KRA 5 10% Objective 19 10% 5 5.000 0.500
Final Rating 4.700
Adjectival Rating Outstanding

MICHELLE M. NANAY LYRA M. AMBALA CHELO C. TANGAN Ed D CESE

Ratee Rater Approving Authority
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IP

Name of Employee: MICHELLE M. NANAY Name of Rater:

Position: Teacher 1 Position:
Bureau/Center/Service/Division: Cagayan Date of Review:
Rating Period: SY 2021-2022 (August 2021-July 2022)

TO BE FILLED OUT DURING PLANNING

PERFORMANCE INDICATORS
WEIGHT
MFO KRAS OBJECTIVES TIMELINE QET Outstanding Very Satisfactory Satisfactory
PER KRA
5 4 3
1. Content 1. Applied SY 2021- Quality Demonstrated Level Demonstrated Level Demonstrated Level
Knowledge and knowledge of 2022 20% 7 in Objective 1 as 6 in Objective 1 as 5 in Objective 1 as
Pedagogy content within shown in the COT shown in the COT shown in the COT
and across rating sheets/inter- rating sheets/inter- rating sheets/inter-
curriculum observer agreement observer agreement observer agreement
teaching areas. forms. forms. forms.
Basic Education Services

2. Used SY 2021- Quality Used research- Used research- Used research-

research-based 2022 based knowledge based knowledge based knowledge
knowledge and and/or principles of and/or principles of and/or principles of
principles of teaching in all the teaching in two teaching in one
teaching and components of components of components of
learning to instruction in the instruction in the instruction in the
enhance lesson plan to lesson plan to lesson plan to
professional improve student improve student improve student
practice. learning learning learning
 3. Displayed SY 2021- Quality Demonstrated Level Demonstrated Level Demonstrated Level
proficient use of 2022 7 in Objective 3 as 6 in Objective 3 as 5 in Objective 3 as
Mother Tongue, shown in COT rating shown in COT rating shown in COT rating
Filipino and sheets/inter- sheets/inter- sheets/inter-
English to observer agreement observer agreement observer agreement
facilitate teaching forms forms forms
and learning.

4. Used effective SY 2021- Quality Demostrated Level Demostrated Level Demostrated Level
verbal and non- 2022 7 in Objective 4 as 6 in Objective 4 as 5 in Objective 4 as
verbal classroom shown in COT rating shown in COT rating shown in COT rating
strategies to sheets/inter- sheets/inter- sheets/inter-
support learner agreement forms agreement forms agreement forms
understanding,
participation,
engagement and
achievement.

2. Learning 5. Established SY 2021- Quality Demonstrated Level Demonstrated Level Demonstrated Level
Environment safe and secure 2022 20% 7 in Objective 5 as 6 in Objective 5 as 5 in Objective 5 as
learning shown in COT rating shown in COT rating shown in COT rating
environments to sheets/inter- sheets/inter- sheets/inter-
enhance learning observer agreement observer agreement observer agreement
through the forms forms forms
consistent
implementation of
policies,
guidelines and
procedures.

6. Maintained SY 2021- Quality Demonstrated Level Demonstrated Level Demonstrated Level

learning 2022 7 in Objective 6 as 6 in Objective 6 as 5 in Objective 6 as
environments that shown in COT rating shown in COT rating shown in COT rating
promote fairness, sheets/inter- sheets/inter- sheets/inter-
respect and care observer agreement observer agreement observer agreement
to encourage forms forms forms
learning.
7. Maintained SY 2021- Quality Provided effective Provided effective Provided an
learning 2022 (SET A) and varying learning learning effective learning
environments that opportunities that opportunities that opportunity that is
nurture and are well-aligned with are well-aligned with well-aligned with the
inspire learners to the learning goals the learning goals learning goals and
participate, and feature all and engage engage learners to
cooperate and elements of learners to participate,
collaborate in collaborative participate, cooperate, and/or
continued learning as shown in cooperate, and/or collaborate in
learning. the submitted collaborate in continued learning
learning material. continued learning as shown in the
as shown in the submitted learning
submitted learning material.
material.

Quality Demonstrated Level Demonstrated Level Demonstrated Level

(SET B) 7 in Objective 7 as 6 in Objective 7 as 5 in Objective 7 as
shown in COT rating shown in COT rating shown in COT rating
sheets/inter- sheets/inter- sheets/inter-
observer agreement observer agreement observer agreement
forms forms forms
 8. Applied a SY 2021- Quality Applied effective Applied effective Applied an effective
range of 2022 (SET A) teaching strategies teaching strategies teaching strategy
successful that are well-aligned that are well-aligned that is well-aligned
strategies that with the learning with the learning with the learning
maintain learning goals and goals and goal/s and
environments to successfully successfully successfully
motivate learners motivate learners to motivate learners to motivates learners
to work monitor and work productively by to work productively
productively by evaluate their own assuming by assuming
assuming learning as shown in responsibility for responsibility for
responsibility for the submitted their own learning their own learning
their own learning material. as shown in the as shown in the
learning. submitted learning submitted learning
material. material.

Quality Demonstrated Level Demonstrated Level Demonstrated Level

(SET B) 7 in Objective 8 as 6 in Objective 8 as 5 in Objective 8 as
shown in COT rating shown in COT rating shown in COT rating
sheets/inter- sheets/inter- sheets/inter-
observer agreement observer agreement observer agreement
forms forms forms

3. Diversity of 9. Designed, SY 2021- Quality Demostrated Level Demostrated Level Demostrated Level
Learners, adapted and 2022 20% (SET A) 7 in Objective 9 as 6 in Objective 9 as 5 in Objective 9 as
Curriculum and implemented shown in COT rating shown in COT rating shown in COT rating
Planning & teaching sheets/inter- sheets/inter- sheets/inter-
Assessment and strategies that are observer agreement observer agreement observer agreement
Reporting responsive to forms forms forms
learners with
disabilities,
giftednedness
and talents
 Quality Demonstrated Level Demonstrated Level Demonstrated Level
(SET B) 5 as shown in the 4 as shown in the 3 as shown in the
TRFs TRFs TRFs

10. Adapted and SY 2021- Quality Demostrated Level Demostrated Level Demostrated Level
used culturally- 2022 (SET A) 7 in Objective 10 as 6 in Objective 10 as 5 in Objective 10 as
appropriate shown in COT rating shown in COT rating shown in COT rating
teaching sheets/inter- sheets/inter- sheets/inter-
strategies to observer agreement observer agreement observer agreement
address the forms forms forms
needs of learners
from indigenous
groups

Quality Demonstrated Level Demonstrated Level Demonstrated Level

(SET B) 5 as shown in the 4 as shown in the 3 as shown in the
TRFs TRFs TRFs

11. Adapted and SY 2021- Quality Evaluated the Monitored progress Completed the
implemented 2022 adapted/contextuali of the adapted/ implementation of
learning zed learning contextualized the adapted/
programs that program as learning program contextualized
ensure relevance evidenced by MOV while being learning program as
and No.1 implemented as evidence by MOV
responsiveness evidence by MOV No. 3
to the needs of all No. 2
learners
 12. Utilized SY 2021- Quality Implemented a Developed materials Planned for a
assessment data 2022 teaching and based on learners' teaching and
to inform the learning assessment data as learning strategy
modification of strategy/program evidenced by a list and/or program
teaching and using materials of identified based on learners'
learning practices based on learners' least/most mastered assessment data as
and programs assessment data as skills with evidenced by a list
evidenced by a list supporting MOV of identified
of identified No.2 least/most mastered
least/most mastered skills with
skills with supporting MOV
supporting MOV No. No.3
1

4. Community 13. Maintained SY 2021- Quality Collaborated with Planned with the Conducted a
Linkages and learning 2022 30% the community community consultative meeting
Professional environments that stakeholder in the stakeholders, a with the community
Engagement & are responsive to implementation/ program, project, stakeholders on a
Personal Growth community completion of a and/or activity that program, project,
contexts program/project, maintains a learning and/or activity that
and Professional
and/or activity that environment maintains a learning
Development maintains a learning responsive to the environment
environment community contexts responsive to the
responsive to the as evidenced y community contexts
community contexts MOV No.2 as evidenced by
as evidenced by MOV 3
MOV No.1
14. Reviewed SY 2021- Quality Exhibited an Exhibited an Reviewed personal
regularly personal 2022 improved practice improved practice teaching practices
teaching practice through one's through a teaching using laws and
using existing teaching as impact material as impact regulations that
laws and of regularly of regularly apply to the
regulations that reviewing one's reviewing one's profession and the
apply to the teaching practice/s teaching practice/s responsibilities in
teaching using laws and using laws and the Code of Ethics
profession and regulations that regulations that for Professional
the apply to the apply to the Teachers in 4
responsibilities profession and the profession and the quarters with
specified in the responsibilities in responsibilities in reflection outputs
Code of Ethics for the Code of Ethics the Code of Ethics as evidenced by
Professional for Professional for Professional MOV No.3
Teachers Teachers as Teachers as
evidenced by MOV evidenced by MOV
No.1 No.2

15. Complied SY 2021- Quality Sustained Discussed with Communicated with

with and 2022 engagement with learners, learners,
implemented the learners, parents/guardians, parents/guardians,
school policies parents/guardians and other and other
and procedures and other stakeholders the stakeholders the
consistently to stakeholders implemented school implemented school
foster harmonious regarding school policies and policies and
relationships with policies and procedures as procedures as
learners, parents procedures through evidenced by MOV evidenced by MOV
and other school-community No.2 No.3
stakeholders partnership/s as
evidenced by MOV
No.1
16. Applied a SY 2021- Quality Applied learner- Applied learner- Applied learner-
personal 2022 centered teaching centered teaching centered teaching
philosophy of philosophy in the philosophy in the philosophy in the
teaching that is lesson plan in all the lesson plan in two lesson plan in one
learner-centered components of components of component of
instruction in the instruction in the instruction in the
lesson plan to lesson plan to lesson plan to
improve student improve student improve student
learning learning learning

17. Adopted SY 2021- Quality Exhibited dignity of Exhibited dignity of Adopted practices
practices that 2022 teaching as a teaching as a that uphold the
uphold the dignity profession by profession by dignity of teaching
of teaching as a exhibiting qualities exhibiting qualities as a profession by
profession by such as caring such as caring exhibiting qualities
exhibiting attitude, respect and attitude, respect and such as caring
qualities such as integrity with integrity with attitude, respect and
caring attitude, affirmation from affirmation from any dignity as evidenced
respect and different school school stakeholder by at least 2 MOV
integrity. stakeholders as as evidenced by No.2
evidenced by at one MOV No.1
least two MOV No.1

18. Set SY 2021- Quality Updated Discussed progress Set professional

professional 2022 professional on professional development goals
devleopment development goals development goals based on e-SAT
goals based on during Phase II of with the rater during results as evidenced
the Philippine the RPMS Cycle as the Mid-year Review by MOV No.3
Professional evidenced by MOV as evidenced by
Standars for No.1 MOV No.2
Teachers
5. Plus Factor 19. Performed SY 2021-
various related 2022 10%
works/activities
that contribute to
the teaching-
learning process
Quality Performed at least 1 Performed at least 1 Performed at least 1
related work/activity related work/activity related work/activity
that contribute to the that contribute to the that contribute to the
teaching-lerning teaching-lerning teaching-lerning
process beyond the process within the process within the
school/Community school/Community learning
Learning Center Learning Center area/department as
(CLC) as evidenced (CLC) as evidenced evidenced by
by submitted MOV by submitted MOV submitted MOV

RATING FOR OVER

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

MICHELLE M. NANAY LYRA M. AMBALA

Ratee Rater
RM (IPCRF) FOR TEACHERS I-III

LYRA M. AMBALA
Head Teacher
July 11, 2022

TO BE FILLED OUT DURING EVALUATION

ICATORS
ACTUAL Rating
Unsatisfactory Poor SCORE
RESULTS (Quality)
2 1
Demonstrated Level Demonstrated Level Demonstrated
Level 7 in
5 0.250
4 in Objective 1 as 3 in Objective 1 as
Objective 1 as
shown in the COT shown in the COT shown in the
rating sheets/inter- rating sheets/inter- COT rating
observer agreement observer agreement sheets/inter-
forms. forms OR No observer
agreement
acceptable evidence forms.
was shown.

Use of research- No acceptable Used research-

based
5 0.250
based knowledge evidence was
knowledge
and/or principle of shown and/or principles
teaching and of teaching in all
learning is identified the components
but was poorly used of instruction in
the lesson plan
as basis for to improve
planning/designing student learning
the lesson
Demonstrated Level Demonstrated Level Demonstrated
Level 7 in
5 0.250
4 in Objective 3 as 3 in Objective 3 as
Objective 3 as
shown in COT rating shown in COT rating shown in COT
sheets/inter- sheets/inter- rating
observer agreement observer agreement sheets/inter-
forms forms OR No observer
agreement
acceptable evidence forms
was shown.

Demostrated Level Demostrated Level Demostrated

Level 7 in
5 0.250
4 in Objective 4 as 3 in Objective 4 as
Objective 4 as
shown in COT rating shown in COT rating shown in COT
sheets/inter- sheets/inter- rating
agreement forms agreement forms sheets/inter-
OR No acceptable agreement
forms
evidence was
shown.

Demonstrated Level Demostrated Level Demonstrated

Level 6 in
4 0.200
4 in Objective 5 as 3 in Objective 5 as
Objective 5 as
shown in COT rating shown in COT rating shown in COT
sheets/inter- sheets/inter- rating
observer agreement agreement forms sheets/inter-
forms OR No acceptable observer
agreement
evidence was forms
shown.

Demonstrated Level Demostrated Level Demonstrated

Level 7 in
5 0.250
4 in Objective 6 as 3 in Objective 6 as
Objective 6 as
shown in COT rating shown in COT rating shown in COT
sheets/inter- sheets/inter- rating
observer agreement agreement forms sheets/inter-
forms OR No acceptable observer
agreement
evidence was forms
shown.
Provided learning No acceptable #N/A
0 0.000
opportunity/ies that evidence was
is/are partially shown
aligned with the
learning goals and
only somehow
engage/s learners to
participate,
cooperate and/or
collaborate in
continued learning
as shown in the
submitted learning
material.

Demonstrated Level Demostrated Level Demonstrated

Level 7 in
5 0.250
4 in Objective 7 as 3 in Objective 7 as
Objective 7 as
shown in COT rating shown in COT rating shown in COT
sheets/inter- sheets/inter- rating
observer agreement agreement forms sheets/inter-
forms OR No acceptable observer
agreement
evidence was forms
shown.
Applied teaching No acceptable #N/A
0 0.000
strategy/ies that evidence was
is/are partially shown
aligned with the
learning goal/s and
only somehow
motivate/s learners
to work productively
by assuming
responsibility for
their own learning
as shown in the
submitted learning
material.

Demonstrated Level Demonstrated Level Demonstrated

Level 7 in
5 0.250
4 in Objective 8 as 3 in Objective 8 as
Objective 8 as
shown in COT rating shown in COT rating shown in COT
sheets/inter- sheets/inter- rating
observer agreement observer agreement sheets/inter-
forms forms OR No observer
agreement
acceptable evidence forms
was shown

Demostrated Level Demostrated Level Demostrated

Level 7 in
5 0.250
4 in Objective 9 as 3 in Objective 9 as
Objective 9 as
shown in COT rating shown in COT rating shown in COT
sheets/inter- sheets/inter- rating
observer agreement observer agreement sheets/inter-
forms forms OR No observer
agreement
acceptable evidence forms
was shown
Demonstrated Level Demonstrated Level #N/A
0 0.000
2 as shown in the 1 as shown in the
TRFs TRFs OR No
acceptable evidence
was shown

Demostrated Level Demostrated Level Demostrated

Level 7 in
5 0.250
4 in Objective 10 as 3 in Objective 10 as
Objective 10 as
shown in COT rating shown in COT rating shown in COT
sheets/inter- sheets/inter- rating
observer agreement observer agreement sheets/inter-
forms forms OR No observer
agreement
acceptable evidence forms
was shown

Demonstrated Level Demonstrated Level #N/A

0 0.000
2 as shown in the 1 as shown in the
TRFs TRFs OR No
acceptable evidence
was shown

Planned for the No acceptable Planned for the

implementation
2 0.100
implementation of evidence was
of the
the shown adapted/context
adapted/contextuali ualized existing
zed existing learning learning
program as program as
evidenced by
evidenced by MOV MOV No. 4
No. 4
Analyzed learners' No acceptable Implemented a
teaching and
5 0.250
mastered skills evidence was
learning
based on the shown strategy/progra
frequency of errors m using
and correct materials based
responses as on learners'
assessment
evidenced by a list data as
of identified evidenced by a
least/most mastered list of identified
skills least/most
mastered skills
with supporting
MOV No. 1

Communicated with No acceptable Collaborated

with the
5 0.250
the community evidence was
community
stakeholders about shown stakeholder in
a program, project, the
and/or activity that implementation/
maintains a learning completion of a
program/project,
environment and/or activity
responsive to the that maintains a
community contexts learning
as evidenced by environment
responsive to
MOV No. 4
the community
contexts as
evidenced by
MOV No.1
Prticipated in the No acceptable Exhibited an
improved
5 0.250
review of personal evidence was
practice through
teaching practices shown one's teaching
using laws and as impact of
regulations that regularly
apply to the reviewing one's
teaching
profession and the practice/s using
responsibilities in laws and
the Code of Ethics regulations that
for Professional apply to the
profession and
Teachers in 4
the
quarters as responsibilities
evidenced by MOV in the Code of
No.4 Ethics for
Professional
Teachers as
evidenced by
MOV No.1

Implemented school No acceptable Sustained

engagement
5 0.250
policies and evidence was
with the
procedures without shown learners,
communicating and parents/guardia
consulting the ns and other
learners, stakeholders
regarding school
parents/guardians policies and
and other procedures
stakeholders through school-
community
partnership/s as
evidenced by
MOV No.1
Application of No acceptable Applied learner-
centered
5 0.250
learner-centered evidence was
teaching
teaching philosophy shown philosophy in
is reflected but was the lesson plan
poorly used as basis in all the
for components of
instruction in the
planning/designing lesson plan to
the lesson improve student
learning

Adopted a practice No acceptable Exhibited dignity

of teaching as a
5 0.250
that uphold the evidence was
profession by
dignity of teaching shown exhibiting
as a profession by qualities such as
exhibiting qualities caring attitude,
such as caring respect and
integrity with
attitude, respect and affirmation from
dignity as evidenced different school
by one MOV No.2 stakeholders as
evidenced by at
least two MOV
No.1

Accomplished the e- No acceptable Set professional

development
3 0.150
SAT at the evidence was
goals based on
beginning of the shown e-SAT results as
school year as evidenced by
evidenced by MOV MOV No.3
No.4
 Performed at least 1 No acceptable Performed at
least 1 related
5 0.500
related work/activity evidence was
work/activity that
that contributed to shown contribute to the
the teaching- teaching-lerning
learning process process beyond
within the class as the
school/Communi
evidenced by ty Learning
submitted MOV Center (CLC) as
evidenced by
submitted MOV

FOR OVERALL ACCOMPLISHMENTS Outstanding 4.700

CHELO C. TANGAN Ed D CESE

Approving Authority
 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.
5
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.
3
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 profes
PART II: COMPETENCIES
ng 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.

5
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.
5
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. 4
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.

rating. These competencies are monitored to inform professional development plans (DepEd Order No. 2, s. 2015, p. 9).
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF
Teacher I-III (Proficient Teacher)

Name of Employee: MICHELLE M. NANAY

Position: Teacher 1
Bureau/Center/Service/Division: Cagayan
Rating Period: SY 2021-2022 (August 2021-July 2022)

Weight per Weight per Numerical

KRA Objectives
KRA Objective Q
Objective 1 5% 5
Objective 2 5% 5
KRA 1 20%
Objective 3 5% 5
Objective 4 5% 5
Objective 5 5% 4
Objective 6 5% 5
KRA 2 20%
Objective 7 5% 5
Objective 8 5% 5
Objective 9 5% 5
Objective 10 5% 5
KRA 3 20%
Objective 11 5% 2
Objective 12 5% 5
Objective 13 5% 5
Objective 14 5% 5
Objective 15 5% 5
KRA 4 30%
Objective 16 5% 5
Objective 17 5% 5
Objective 18 5% 3
KRA 5 10% Objective 19 10% 5

MICHELLE M. NANAY LYRA M. AMBALA

Ratee Rater
EW FORM (IPCRF) SUMMARY SHEET
Teacher)

Name of Rater: LYRA M. AMBALA

Position: Head Teacher
Date of Review: July 11, 2022

Numerical Ratings
Score
E T Ave
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
4.000 0.200
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
2.000 0.100
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
3.000 0.150
5.000 0.500
Final Rating 4.700
Adjectival Rating Outstanding

CHELO C. TANGAN Ed D CESE

Approving Authority
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) ENCODING SHEET
Master Teacher I-IV (Highly Proficient Teacher)

Name of Employee: Name of Rater:

Position: Position:
Bureau/Center/Service/Division Date of Review:
Rating Period: SY 2021-2022 (August 2021-July 2022)

COT/Supp COT/Supp
Weight Material/TRF 1 Material/TRF 2
COT Indicator No. Numerical Ratings
KRA Weight per KRA Objectives per
(Set)
Objective COT RPMS 5-pt COT RPMS 5-pt
Rating Scale Rating Scale Q E T
Objective 1 5% 1 0 0 #DIV/0!
Objective 2 5% #DIV/0!
KRA 1 20%
Objective 3 5% 2 0 0 #DIV/0!
Objective 4 5% 3 0 0 #DIV/0!
Objective 5 5% 4 0 0 #DIV/0!
Objective 6 5% 5 0 0 #DIV/0!
KRA 2 20%
Objective 7 5% #DIV/0!
Objective 8 5% #DIV/0!
SET A (COT) 0 0 #DIV/0!
Objective 9 5% 6
SET B (TRF) #DIV/0!
SET A (COT) 0 0 #DIV/0!
KRA 3 20% Objective 10 5% 7
SET B (TRF) #DIV/0!
Objective 11 5%
Objective 12 5%
Objective 13 5%
Objective 14 5%
Objective 15 5%
KRA 4 30%
Objective 16 5%
Objective 17 5%
KRA 4 30%

Objective 18 5%
KRA 5 10% Objective 19 10%
Final Rating
Adjectival Rating

0 0
Ratee Rater Approving Au
EET

ical Ratings Score

Ave
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
0.000 0.000
0.000 0.000
0.000 0.000
0.000 0.000
0.000 0.000
0.000 0.000
0.000 0.000
 0.000 0.000
0.000 0.000
#DIV/0!
#DIV/0!

Approving Authority

Strengths
A. Functional Competencies
KRA 1 Content knowledge and
pedagogy. (Objective 3 Use
effective verbal and non-verbal
classroom communication and
strategies to support learner
understanding,participation,en
gagement and achievement.)
Development Needs
KRA3,Objective 11 Adapted
and implemented learning
programs that ensure
relevance and responsiveness
to the needs of learners.
PART IV: DEVELOPMENT PLANS
Action Plan
(Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
Adapted and implemented Implement action plan Year Round Reading materials
learning programs that
ensure relevance and
responsiveness to the needs
of learners.

B. Core Behavioral Competencies

Self- management Result- Focus Achieves results with optimal Implement action plan Whole year Webinars,LAC sessions
use and resources most of Attend seminars round
the time. Expresses a
desire to do better may
expresses frustration at
waste or efficiency.May focus
on new or more precise way
of meeting goals

Feedback:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
_________________________

MICHELLE M. NANAY LYRA M. AMBALA CHELO C. TANGAN Ed D CESE

RATEE RATER APPROVING AUTHORITY
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR MASTER TEACHERS I-IV

Name of Employee: 0 Name of Rater: 0

Position: 0 Position: 0
Bureau/Center/Service/Division: 0 Date of Review: December 30, 1899
Rating Period: SY 2021-2022 (August 2021-July 2022)

TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

PERFORMANCE INDICATORS
WEIGHT ACTUAL Rating
MFO KRAS OBJECTIVES TIMELINE QET Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor SCORE
PER KRA RESULTS (Quality)
5 4 3 2 1
1. Content Quality #DIV/0!
1. Modelled SY 2021-
20% Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #DIV/0! #DIV/0!
Knowledge and effective 2022 Objective 1 as Objective 1 as Objective 1 as Objective 1 as Objective 1 as
Pedagogy applications of shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
content rating sheets rating sheets rating sheets rating sheets rating sheets OR No
knowledge within acceptable evidence
and across was shown.
curriculum
teaching areas.
Basic Education Services
Basic Education Servic

Quality Modelled and evaluated No acceptable #DIV/0!

2. Evaluated with SY 2021- Modelled and Modelled and Modelled and
with colleagues effective evidence was
#DIV/0! #DIV/0!
colleagues the 2022 evaluated with evaluated with evaluated with
effectiveness of colleagues effective colleagues effective colleagues effective strategy/ies that reflect/s shown
teaching strategies that reflect strategies that reflect strategies that reflect application of relevant
teaching practices that
adjustments or integration of well- consistent application promote critical literacy
strategies that
modifications in connected teaching of relevant teaching and/or critical numeracy
promote learner teaching practices to practices that promote practices that promote skills in some aspects of
achievement in enhance critical critical literacy and/or critical literacy and/or the lesson as evidenced
literacy and literacy and/or critical critical numeracy skills critical numeracy skills by the submitted
numeracy numeracy skills as as evidenced by the in all aspects of the learning material
evidenced by the submitted learning lesson as evidenced
submitted learning material by the submitted
material learning material

Quality #DIV/0!
3. Modelled and SY 2021- Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #DIV/0! #DIV/0!
supported 2022 Objective 3 as Objective 3 as Objective 3 as Objective 3 as Objective 3 as
colleagues in the shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
proficient use of rating sheets rating sheets rating sheets rating sheets rating sheets OR No
Mother Tongue,
acceptable evidence
Filipino and English
to improve teaching
was shown.
and learning, as
well as to develop
learners’ pride of
their language,
heritage and
culture.

Quality #DIV/0!
4. Displayed a SY 2021- Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #DIV/0! #DIV/0!
wide range of 2022 Objective 4 as Objective 4 as Objective 4 as Objective 4 as Objective 4 as
effective verbal and shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
non-verbal rating sheets rating sheets rating sheets rating sheets rating sheets OR No
classroom
acceptable evidence
communicatio n
strategies to
was shown.
support learner
understanding,
participation,
engagement and
achievement
 Quality #DIV/0!
2. Learning 5. Exhibited SY 2021-
20% Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #DIV/0! #DIV/0!
Environment effective 2022 Objective 5 as Objective 5 as Objective 5 as Objective 5 as Objective 5 as
strategies that shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
ensure safe and rating sheets rating sheets rating sheets rating sheets rating sheets OR No
secure learning acceptable evidence
environments to was shown.
enhance learning
through the
consistent
implementation of
policies,
guidelines and
procedures

Quality #DIV/0!
6. Exhibited SY 2021- Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #DIV/0! #DIV/0!
effective practices 2022 Objective 6 as Objective 6 as Objective 6 as Objective 6 as Objective 6 as
to foster learning shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
environments that rating sheets rating sheets rating sheets rating sheets rating sheets OR No
promote fairness, acceptable evidence
respect and care was shown.
to encourage
learning

Quality #DIV/0!
7. Worked with SY 2021- Modelled varying Modelled varying Modelled effective Modelled an No acceptable #DIV/0! #DIV/0!
colleagues to 2022 strategies that strategies that strategies that effective strategy evidence was
share successful sustain a supportive sustain a supporting promote a that promote a shown
strategies that learning learning supportive learning supportive learning
sustain environment for environment and environment and environment and
supportive learners to feature all elements engage learners to engage learners to
learning recognize each of collaborative participate, participate,
environments that other’s learning learning as shown in cooperate, and/or cooperate, and/or
nurture and strengths and value the submitted collaborate in collaborate in class
inspire learners to the contribution of learning material continued learning discussions as
participate, others as evidenced as shown in the shown in the
cooperate and by the submitted submitted learning submitted learning
collaborate in learning material materials materials
continued
learning
 Quality #DIV/0!
8. Modelled SY 2021- Modelled and Modelled and Modelled and Modelled and No acceptable #DIV/0! #DIV/0!
successful 2022 discussed with discussed with discussed with discussed with evidence was
strategies and colleagues effective colleagues colleagues varied colleagues a shown
supported strategies that consistent teaching practices teaching practice
colleagues in reflect modifications application of that successfully that successfully
promoting in teaching practices teaching practices motivate learners to motivate learners to
learning to sustain learner that successfully work productively by work productively by
environments that motivation in motivate learners to assuming assuming
effectively monitoring and monitor and responsibility for responsibility for
motivate learners evaluating their own evaluate their own their own learning their own learning
to work learning as shown in learning as shown in as shown in the as shown in the
productively by the submitted the submitted submitted learning submitted learning
assuming learning material learning material material material
responsibility for
their own learning

#DIV/0!
3. Diversity of 9. Assisted SY 2021-
20% Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #DIV/0! #DIV/0!
Learners, colleagues to 2022 (SET A) Objective 9 as Objective 9 as Objective 9 as Objective 9 as Objective 9 as
Curriculum and design, adapt and shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
Planning & implement rating sheets rating sheets rating sheets rating sheets rating sheets OR No
Assessment and teaching acceptable evidence
Reporting strategies that are was shown.
responsive to
learners with
disabilities,
giftedness and
talents
responsive to
learners with
disabilities,
giftedness and
talents #DIV/0!
Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level #DIV/0! #DIV/0!
(SET B) 5 as shown in the 4 as shown in the 3 as shown in the 2 as shown in the 1 as shown in the
TRFs TRFs TRFs TRFs TRFs OR No
acceptable evidence
was shown

#DIV/0!
10. Developed SY 2021- Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #DIV/0! #DIV/0!
and applied 2022 (SET A) Objective 10 as Objective 10 as Objective 10 as Objective 10 as Objective 10 as
teaching shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
strategies to rating sheets rating sheets rating sheets rating sheets rating sheets OR No
address acceptable evidence
effectively the was shown.
needs of learners
from indigenous
groups

#DIV/0!
Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level #DIV/0! #DIV/0!
(SET B) 5 as shown in the 4 as shown in the 3 as shown in the 2 as shown in the 1 as shown in the
TRFs TRFs TRFs TRFs TRFs OR No
acceptable evidence
was shown
 Quality #N/A
11. Worked SY 2021- Worked with Worked with Worked with Evaluated the No acceptable 0 0.000
collaboratively 2022 colleagues in colleagues in listing colleagues in design of learning evidence was
with colleagues to redesigning learning detailed evaluating the programs that shown
evaluate the programs based on recommendations design of learning develop the
design of learning the list of on improving the programs that knowledge and
programs that recommendations design of learning develop the skills of learners at
develop the as evidenced by programs based on knowledge and different ability
knowledge and MOV No. 1 the results of skills of learners at levels without the
skills of learners evaluation as different ability help of colleagues
at different ability evidenced by MOV levels as evidenced as evidenced by
levels No. 2 by MOV No. 3 MOV No. 4

Quality #N/A
12. Worked SY 2021- Evaluated activities Implemented Explored Planned activities No acceptable 0 0.000
collaboratively 2022 with colleagues by activities with interventions with with colleagues to evidence was
with colleagues to looking for key colleagues to colleagues to address the use of shown
analyze and success indicators address the use of address utilization of assessment data to
utilize (p. 14, DO 35, s. assessment data to assessment data modify practices
assessment data 2016) as evidenced modify practices which could be in and/or programs as
to modify by the submitted and/or programs as the form of learning evidenced by the
practices and MOV evidenced by the materials, submitted MOV
programs to submitted MOV instructional
further support materials,
learner progress equipment,
and achievement strategies in
teaching, modality in
teaching, program,
etc. (p. 9, DO 35, s.
2016) as evidenced
by the submitted
MOV
 Quality #N/A
4. Community 13. Reflected on SY 2021-
30% Synthesized the Consulted Conducted FGD Conducted a survey No acceptable 0 0.000
Linkages and and evaluated 2022 evaluations from the parents, guardians, with teachers on to gather feedback evidence was
Professional learning wider school and/or other programs, projects, on programs, shown
Engagement & environments that community of the external and/or activities that projects, and/or
Personal Growth are responsive to programs, projects, stakeholders on maintain the activities that are
community and/or activities that programs, projects, learning responsive to
and Professional
contexts maintain the and/or activities that environments community contexts
Development learning maintain the responsive to as evidenced by
environment learning community context MOV No. 4
responsive to environments to reflect on and
community context responsive to evaluate them as
as evidenced by community context evidenced by MOV
MOV No. 1 to reflect on and No. 3
evaluate them as
evidenced by MOV
No. 2
 Quality #N/A
14. Discussed SY 2021- Discussed with Discussed with Discussed with Planned for a No acceptable 0 0.000
with colleagues 2022 colleagues teaching colleagues teaching colleagues teaching discussion of evidence was
teaching and and learning and learning and learning teaching and shown
learning practices practices that practices that practices that learning practices
that apply existing adhere to laws, adhere to laws, adhere to laws, that adhere to laws,
codes, laws and regulations, and regulations, and regulations, and regulations, and
regulations that responsibilities responsibilities responsibilities responsibilities
apply to the specified in the specified in the specified in the specified in the
teaching Code of Ethics for Code of Ethics for Code of Ethics for Code of Ethics for
profession, and Professional Professional Professional Professional
the Teachers and Teachers and Teachers as Teachers as
responsibilities reviewed the reviewed the evidenced by MOV evidenced by MOV
specified in the annotated evidence personal reflection No. 3 No. 4
Code of Ethics for of practice of notes of colleagues
Professional colleagues as as evidenced by
Teachers evidenced by MOV MOV No. 2
No. 1
 Quality #N/A
15. Exhibited SY 2021- Evaluated with Conducted Discussed with Implemented No acceptable 0 0.000
commitment to 2022 teachers the discussions with teachers certain school policies and evidence was
and supported implementation of teachers on the school policies and procedures as shown
teachers in the certain school progress of procedures for evidenced by MOV
implementation of policies and implementation of uniform No. 4
school policies procedures as certain school implementation as
and procedures evidenced by MOV policies and evidenced by MOV
to foster No. 1 procedures as No. 3
harmonious evidenced by MOV
relationships with No. 2
learners, parents
and other
stakeholders

Quality #N/A
16. Manifested a SY 2021- Evaluated Implemented Planned for an Demonstrated a No acceptable 0 0.000
learner- centered 2022 lesson plans of plan for an activity activity to support learner-centered evidence was
teaching colleagues to to support colleagues in teaching philosophy shown
philosophy in enhance their own colleagues in enhancing their own in one aspect of
various aspects learner- centered enhancing their own learner- centered practice (i.e., lesson
of practice and teaching practice as learner- centered teaching practice as planning) as
support evidenced by MOV teaching practice as evidenced by MOV evidenced by MOV
colleagues in No. 1 evidenced by MOV No. 3 No. 4
enhancing their No. 2
own learner-
centered teaching
philosophy
 Quality #N/A
17. Identified and SY 2021- Identified and Identified and Identified and Identified personal No acceptable 0 0.000
utilized personal 2022 utilized personal utilized personal utilized personal professional evidence was
professional professional professional professional strengths that shown
strengths to strengths to uphold strengths to uphold strengths to uphold uphold the dignity of
uphold the dignity the dignity of the dignity of the dignity of teaching as a
of teaching as a teaching as a teaching as a teaching as a profession as
profession to help profession to help profession to help profession to help evidenced by MOV
build a positive build a positive build a positive build a positive No. 4
teaching and teaching and teaching and teaching and
learning culture learning culture learning culture learning culture
within the school within the school by within the school by within the school in
inspiring unity in initiating activities to responding to an
responding to avoid potential issue or a
potential threats and threats and risks to challenging situation
risks to the school the school as evidenced by
community as community as MOV No. 3
evidenced by MOV evidenced by MOV
No. 1 No. 2

Quality #N/A
18. Reflected on SY 2021- Updated Conducted Planned for Accomplished the e- No acceptable 0 0.000
the Philippine 2022 professional mid-year review with professional SAT at the evidence was
Professional development goals colleagues as development based beginning of the shown
Standards for during Phase II of evidenced by MOV on e- SAT results as school year as
Teachers to plan the RPMS Cycle as No. 2 or 3 evidenced by MOV evidenced by MOV
personal evidenced by MOV No. 4 No.5
professional No.1
development
goals and assist
colleagues in
planning and
achieving their
own goals
 Quality #N/A
5. Plus Factor 19. Performed SY 2021-
10% Performed at least 1 Performed at least 1 Performed at least 1 Performed at least 1 No acceptable 0 0.000
various related 2022 related work/activity related work/activity related work/activity related work/activity evidence was
works/activities that contribute to the that contribute to the that contribute to the that contributed to shown
that contribute to teaching-lerning teaching-lerning teaching-lerning the teaching-
the teaching- process beyond the process within the process within the learning process
learning process school/Community school/Community learning within the class as
Learning Center Learning Center area/department as evidenced by
(CLC) as evidenced (CLC) as evidenced evidenced by submitted MOV
by submitted MOV by submitted MOV submitted MOV

RATING FOR OVERALL ACCOMPLISHMENTS #DIV/0! #DIV/0!

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

0 0 0
Ratee Rater Approving Authority
 PART II: COMPETENCIES
Instructions: Please indicate the number of competency indicators that you demonstrated during the performance cycle.
CORE BEHAVIORAL COMPETENCIES
Self-Management Teamwork

1. Sets personal goals and directions, needs and development. 1. Willingly does his/her share of responsibility.

2. Undertakes personal actions and behavior that are clear and purposive and takes into account personal 2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the
goals and values congruent to that of the organization. organization.

3. Displays emotional maturity and enthusiasm for and is challenged by higher goals. 3. Applies negotiation principles in arriving at win-win agreements.

4. Prioritizes work tasks and schedules (through Gantt chants, checklists, etc.) to achieve goals. 4. Drives consensus and team ownership of decisions.

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 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.
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. 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. 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 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
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 4. Translates creative thinking into tangible changes and solutions that improve the work unit and
more precise ways of meeting goals set. organization.

5. Makes specific changes in the system or in own work methods to improve performance. Examples may
5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability to
include doing something better, faster, at a lower cost, more efficiently, or improving quality, customer
succeed with minimal resources.
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).
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) SUMMARY SHEET
Master Teacher I-IV (Highly Proficient Teacher)

Name of Employee: 0 Name of Rater: 0

Position: 0 Position: 0
Bureau/Center/Service/Division: 0 Date of Review: December 30, 1899
Rating Period: SY 2021-2022 (August 2021-July 2022)

Weight per Weight per Numerical Ratings

KRA Objectives Score
KRA Objective Q E T Ave
Objective 1 5% #DIV/0! #DIV/0! #DIV/0!
Objective 2 5% #DIV/0! #DIV/0! #DIV/0!
KRA 1 20%
Objective 3 5% #DIV/0! #DIV/0! #DIV/0!
Objective 4 5% #DIV/0! #DIV/0! #DIV/0!
Objective 5 5% #DIV/0! #DIV/0! #DIV/0!
Objective 6 5% #DIV/0! #DIV/0! #DIV/0!
KRA 2 20%
Objective 7 5% #DIV/0! #DIV/0! #DIV/0!
Objective 8 5% #DIV/0! #DIV/0! #DIV/0!
Objective 9 5% 0.000 0.000
Objective 10 5% 0.000 0.000
KRA 3 20%
Objective 11 5% 0 0.000 0.000
Objective 12 5% 0 0.000 0.000
Objective 13 5% 0 0.000 0.000
Objective 14 5% 0 0.000 0.000
Objective 15 5% 0 0.000 0.000
KRA 4 30%
Objective 16 5% 0 0.000 0.000
Objective 17 5% 0 0.000 0.000
Objective 18 5% 0 0.000 0.000
KRA 5 10% Objective 19 10% 0 0.000 0.000
Final Rating #DIV/0!
Adjectival Rating #DIV/0!
 0 0 0
Ratee Rater Approving Authority
 PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies

B. Core Behavioral Competencies

Feedback:
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 0 0 0
RATEE RATER APPROVING AUTHORITY