IPCRF Sheet 1 Blank

Republic of the Philippines
Department of Education
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIE

(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)
• Encoding Sheet-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 1-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
Classroom Observation periods (COT 1-2) as reflected in the Classroom Observation Tool (
Supplementary Materials/TRFs you have provided in applicable Objectives. This is where y
rating (Quality/Q) for the other objectives. The sheet automatically computes for the aver
ratings, which will be the rating for Quality for the classroom observable objectives in the
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

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
(1, 2, 3, 4, or 5) of competencies for each category of Core Behavioral Competencies are u
(6) categories of core behavioral competencies (e.g. Self-Management, Professionalism an

This sheet, the Individual Performance Commitment Review Form Summary Sheet, shows
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
(1, 2, 3, 4, or 5) of competencies for each category of Core Behavioral Competencies are u
(6) categories of core behavioral competencies (e.g. Self-Management, Professionalism an

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.

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
your e-SAT prior to the RPMS Cycle. You may update your Development Plan based on the
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
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
T1-T3?
Begin.
Developed by:
ANGELO D. UY
School Principal II
Biñan City Science and Technology High School
Schools Division Office of Biñan City
ilippines
Education
MITMENT AND REVIEW FORM

RT I-IV
2022
Individual Performance Commitment and Review Form
intended to assist Teachers/Ratees in the preparation of
erformance Commitment and Review Form (IPCRF) and
itment phase, accomplished IPCRF with computed final
e data gathered using this tool will help the Rater in
te interventions.
ll Parts I-IV are accomplished, the teacher should print

l review and assessment.
er. The Excel Workbook has 11 viewable sheets:
ab)
use it.
Proficient
tion box on top, spaces for ratings, and name of Approving
where you will encode the ratings that you have obtained in all the
Classroom Observation Tool (COT) Rating Sheets, and/or from the
ble Objectives. This is where you will also encode your IPCRF
atically computes for the average transmuted rating of your
m observable objectives in the RPMS. The final ratings are
.
ient
oding Sheet. NO MORE EDITING IS ALLOWED ON THIS SHEET.
ient
re you will encode the results of the assessment of your core
petency indicators that you have demonstrated during the
ally locked and only the spaces where will you encode the number
ehavioral Competencies are unlocked for encoding. There are six
nagement, Professionalism and Ethics).
ient
Form Summary Sheet, shows your IPCRF rating (Quality/Q) per
re you will encode the results of the assessment of your core
petency indicators that you have demonstrated during the
ally locked and only the spaces where will you encode the number
ehavioral Competencies are unlocked for encoding. There are six
nagement, Professionalism and Ethics).
ient
Form Summary Sheet, shows your IPCRF rating (Quality/Q) per
inal Rating for the performance cycle. Data in this sheet are
ratings in the IPCRF-Part 1 sheet. ONLY THE COLORED CELLS (see
ient
heet is completely unlocked. Use this sheet to encode your
ction plan, timeline, and resources needed based on the results of
evelopment Plan based on the results of your performance review
or later.
pt appears.
HIS' Sheet, then click Begin at the bottom to start.
IPCRF-Part 3)
tion of the sheet. Input the Name of Employee/Ratee, Position,
er, Position of Rater, Date of Review. Type also the name of the
period(s) you have been observed, and/or Ratings for the

ble Objectives. The Sheet computes for the transmuted RPMS
based on the ratings that you encoded (e.g., from at least 1
ve 1 COT/Supp Material/TRF, you just need to encode the ratings
TRF 2 blank. Input the Q ratings for the other objectives. Note
t and these cannot be blank.
are filled in on both the Encoding Sheet, and IPCRF-Part 3. Take

of some objectives. Ensure that Final Numerical and Adjectival
RF
or 5) for each of the 6 categories of Core Behavioral

rmance cycle.
th the Functional Competencies (RPMS Objectives in Part I) and
earning Objectives and Interventions), timeline, and resources
ished, in the required number of copies. Submit these to your

e-to-face validation of the IPCRF between the Ratee and the Rater.
ished, in the required number of copies. Submit these to your
e-to-face validation of the IPCRF between the Ratee and the Rater.
T1-T3? MT1-MT4?
Begin. Begin.
INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) ENCODING SHEET
Teacher I-III (Proficient Teacher)
Name of Employee: ULBATA, CHRISTINE D. Name of Rater: OMILIG, MAILYN H.

Position: Teacher III Position: Master Teacher I
Bureau/Center/Service/DivisionManlilisid National High School - Leyte Date of Review: July 20, 2022
Rating Period: SY 2021-2022
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 6 4 6 4 4
Objective 2 5% 5
KRA 1 20%
Objective 3 5% 2 7 5 7 5 5
Objective 4 5% 3 7 5 7 5 5
Objective 5 5% 4 6 4 6 4 4
Objective 6 5% 5 7 5 7 5 5
SET A
(Supp
Objective 7 5% 6
KRA 2 20% Material)
SET B (COT) 7 5 7 5 5
SET A
(Supp
Objective 8 5% 7
Material)
SET B (COT) 7 5 7 5 5
SET A (COT) 0 0
Objective 9 5% 8
SET B (TRF) 5 5 5
SET A (COT) 0 0
KRA 3 20% Objective 10 5% 9
SET B (TRF) 5 5 5
Objective 11 5% 5
Objective 12 5% 4
Objective 13 5% 4
Objective 14 5% 4
Objective 15 5% 4
KRA 4 30%
Objective 16 5% 4
Objective 17 5% 3
Objective 18 5% 3
Final Rating
Adjectival Rating
ULBATA, CHRISTINE D. OMILIG, MAILYN H. ANGELINA A. V

Ratee Rater Approving Au
EET
ical Ratings Score
Ave
4.000 0.200
5.000 0.250
5.000 0.250
5.000 0.250
4.000 0.200
5.000 0.250
0.000 0.000
5.000 0.250
0.000 0.000
5.000 0.250
0.000 0.000
5.000 0.250
0.000 0.000
5.000 0.250
5.000 0.250
4.000 0.200
4.000 0.200
4.000 0.200
4.000 0.200
4.000 0.200
3.000 0.150
3.000 0.150
5.000 0.500
4.450
Very Satisfactory
ANGELINA A. VIVERO
Approving Authority
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR TEACHERS I-III
Bureau/Center/Service/Division: Manlilisid National High School - Leyte Date of Review: July 20, 2022
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

PERFORMANCE INDICATORS
WEIGHT Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor ACTUAL Rating
MFO KRAS OBJECTIVES TIMELINE QET SCORE
PER KRA RESULTS (Quality)
5 4 3 2 1
1. Content 1. Applied SY 2021- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated
20% Level 6 in
4 0.200
Knowledge and knowledge of 2022 7 in Objective 1 as 6 in Objective 1 as 5 in Objective 1 as 4 in Objective 1 as 3 in Objective 1 as
Objective 1 as
Pedagogy content within and shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT shown in the
across curriculum rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- COT rating
teaching areas. observer agreement observer agreement observer agreement observer agreement observer agreement sheets/inter-
forms. forms. forms. forms. forms OR No observer
Basic Education Services
agreement
acceptable forms.
evidence was
shown.
2. Used SY 2021- Quality Used research- Used research- Used research- Use of research- No acceptable Used research-
based
5 0.250
research-based 2022 based knowledge based knowledge based knowledge based knowledge evidence was
knowledge
knowledge and and/or principles of and/or principles of and/or principles of and/or principle of shown and/or principles
principles of teaching in all the teaching in two teaching in one teaching and of teaching in all
teaching and components of components of components of learning is identified the components
learning to instruction in the instruction in the instruction in the but was poorly used of instruction in
the lesson plan
enhance lesson plan to lesson plan to lesson plan to as basis for to improve
professional improve student improve student improve student planning/designing student learning
practice. learning learning learning the lesson
3. Displayed SY 2021- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated
Level 7 in
5 0.250
proficient use of 2022 7 in Objective 3 as 6 in Objective 3 as 5 in Objective 3 as 4 in Objective 3 as 3 in Objective 3 as
Objective 3 as
Mother Tongue, shown in COT shown in COT shown in COT shown in COT shown in COT shown in COT
Filipino and rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating
English to observer agreement observer agreement observer agreement observer agreement observer agreement sheets/inter-
facilitate teaching forms forms forms forms forms OR No observer
agreement
and learning. acceptable forms
evidence was
shown.
4. Used effective SY 2021- Quality Demostrated Level Demostrated Level Demostrated Level Demostrated Level Demostrated Level Demostrated
Level 7 in
5 0.250
verbal and non- 2022 7 in Objective 4 as 6 in Objective 4 as 5 in Objective 4 as 4 in Objective 4 as 3 in Objective 4 as
Objective 4 as
verbal classroom shown in COT shown in COT shown in COT shown in COT shown in COT shown in COT
strategies to rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating
support learner agreement forms agreement forms agreement forms agreement forms agreement forms sheets/inter-
understanding, OR No acceptable agreement
forms
participation, evidence was
engagement and shown.
achievement.
2. Learning 5. Established SY 2021- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demostrated Level Demonstrated
20% Level 6 in
4 0.200
Environment safe and secure 2022 7 in Objective 5 as 6 in Objective 5 as 5 in Objective 5 as 4 in Objective 5 as 3 in Objective 5 as
Objective 5 as
learning shown in COT shown in COT shown in COT shown in COT shown in COT shown in COT
environments to rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating
enhance learning observer agreement observer agreement observer agreement observer agreement agreement forms sheets/inter-
through the forms forms forms forms OR No acceptable observer
agreement
consistent evidence was forms
implementation of shown.
policies,
guidelines and
procedures.
6. Maintained SY 2021- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demostrated Level Demonstrated
Level 7 in
5 0.250
learning 2022 7 in Objective 6 as 6 in Objective 6 as 5 in Objective 6 as 4 in Objective 6 as 3 in Objective 6 as
Objective 6 as
environments that shown in COT shown in COT shown in COT shown in COT shown in COT shown in COT
promote fairness, rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating
respect and care observer agreement observer agreement observer agreement observer agreement agreement forms sheets/inter-
to encourage forms forms forms forms OR No acceptable observer
agreement
learning. evidence was forms
shown.
7. Maintained SY 2021- Quality Provided effective and Provided effective Provided an effective Provided learning No acceptable #N/A
0 0.000
learning 2022 (SET A) varying learning learning opportunities learning opportunity opportunity/ies that evidence was shown
environments that opportunities that are that are well-aligned that is well-aligned is/are partially aligned
nurture and well-aligned with the with the learning with the learning with the learning
learning goals and goals and engage goals and engage goals and only
inspire learners to
feature all elements of learners to participate, learners to participate, somehow engage/s
participate, collaborative learning cooperate, and/or cooperate, and/or learners to participate,
cooperate and as shown in the collaborate in collaborate in cooperate and/or
collaborate in submitted learning continued learning as continued learning as collaborate in
continued material. shown in the shown in the continued learning as
learning. submitted learning submitted learning shown in the
material. material. submitted learning
material.
Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demostrated Level Demonstrated
Level 7 in
5 0.250
(SET B) 7 in Objective 7 as 6 in Objective 7 as 5 in Objective 7 as 4 in Objective 7 as 3 in Objective 7 as
Objective 7 as
shown in COT shown in COT shown in COT shown in COT shown in COT shown in COT
rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating
observer agreement observer agreement observer agreement observer agreement agreement forms sheets/inter-
forms forms forms forms OR No acceptable observer
agreement
evidence was forms
shown.
8. Applied a SY 2021- Quality Applied effective Applied effective Applied an effective Applied teaching No acceptable #N/A
0 0.000
range of 2022 (SET A) teaching strategies teaching strategies teaching strategy strategy/ies that evidence was
successful that are well-aligned that are well-aligned that is well-aligned is/are partially shown
strategies that with the learning with the learning with the learning aligned with the
maintain learning goals and goals and goal/s and learning goal/s and
environments to successfully successfully successfully only somehow
motivate learners motivate learners to motivate learners to motivates learners motivate/s learners
to work monitor and work productively by to work productively to work productively
productively by evaluate their own assuming by assuming by assuming
assuming learning as shown responsibility for responsibility for responsibility for
responsibility for in the submitted their own learning their own learning their own learning
their own learning material. as shown in the as shown in the as shown in the
learning. submitted learning submitted learning submitted learning
material. material. material.
Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated
Level 7 in
5 0.250
(SET B) 7 in Objective 8 as 6 in Objective 8 as 5 in Objective 8 as 4 in Objective 8 as 3 in Objective 8 as
Objective 8 as
shown in COT shown in COT shown in COT shown in COT shown in COT shown in COT
rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating
observer agreement observer agreement observer agreement observer agreement observer agreement sheets/inter-
forms forms forms forms forms OR No observer
agreement
acceptable forms
evidence was
shown
3. Diversity of 9. Designed, SY 2021- Quality Demostrated Level Demostrated Level Demostrated Level Demostrated Level Demostrated Level #N/A
0 0.000
Learners, adapted and 2022 20% (SET A) 7 in Objective 9 as 6 in Objective 9 as 5 in Objective 9 as 4 in Objective 9 as 3 in Objective 9 as
Curriculum and implemented shown in COT shown in COT shown in COT shown in COT shown in COT
Planning & teaching rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter-
Assessment and strategies that are observer agreement observer agreement observer agreement observer agreement observer agreement
Reporting responsive to forms forms forms forms forms OR No
learners with acceptable
disabilities, evidence was
giftednedness Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level shown
Demonstrated Level Demonstrated
and talents Level 5 as
5 0.250
(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
shown in the
TRFs TRFs TRFs TRFs TRFs OR No TRFs
acceptable
evidence was
shown
10. Adapted and SY 2021- Quality Demostrated Level Demostrated Level Demostrated Level Demostrated Level Demostrated Level #N/A
0 0.000
used culturally- 2022 (SET A) 7 in Objective 10 as 6 in Objective 10 as 5 in Objective 10 as 4 in Objective 10 as 3 in Objective 10 as
appropriate shown in COT shown in COT shown in COT shown in COT shown in COT
teaching rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter-
strategies to observer agreement observer agreement observer agreement observer agreement observer agreement
address the forms forms forms forms forms OR No
needs of learners acceptable
from indigenous evidence was
groups shown Demonstrated
Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level 5 0.250
(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 Level 5 as
shown in the
TRFs TRFs TRFs TRFs TRFs OR No TRFs
acceptable
evidence was
shown
11. Adapted and SY 2021- Quality Evaluated the Monitored progress Completed the Planned for the No acceptable Evaluated the
adapted/context
5 0.250
implemented 2022 adapted/contextuali of the adapted/ implementation of implementation of evidence was
ualized learning
learning programs zed learning contextualized the adapted/ the shown program as
that ensure program as learning program contextualized adapted/contextuali evidenced by
relevance and evidenced by MOV while being learning program as zed existing MOV No.1
responsiveness to No.1 implemented as evidence by MOV learning program as
the needs of all evidence by MOV No. 3 evidenced by MOV
learners No. 2 No. 4
12. Utilized SY 2021- Quality Implemented a Developed Planned for a Analyzed learners' No acceptable Developed
materials based
4 0.200
assessment data 2022 teaching and materials based on teaching and mastered skills evidence was
on learners'
to inform the learning learners' learning strategy based on the shown assessment
modification of strategy/program assessment data as and/or program frequency of errors data as
teaching and using materials evidenced by a list based on learners' and correct evidenced by a
learning practices based on learners' of identified assessment data as responses as list of identified
least/most
and programs assessment data as least/most mastered evidenced by a list evidenced by a list mastered skills
evidenced by a list skills with of identified of identified with supporting
of identified supporting MOV least/most mastered least/most mastered MOV No.2
least/most mastered No.2 skills with skills
skills with supporting MOV
supporting MOV No. No.3
1 Planned with the
4. Community 13. Maintained SY 2021- Quality Collaborated with Planned with the Conducted a Communicated with No acceptable 4 0.200
Linkages and learning 2022 30% the community community consultative the community evidence was community
stakeholders, a
Professional environments that stakeholder in the stakeholders, a meeting with the stakeholders about shown program,
Engagement & are responsive to implementation/ program, project, community a program, project, project, and/or
Personal Growth community completion of a and/or activity that stakeholders on a and/or activity that activity that
contexts program/project, maintains a learning program, project, maintains a learning maintains a
and Professional learning
and/or activity that environment and/or activity that environment
Development maintains a learning responsive to the maintains a learning responsive to the
environment
responsive to
environment community contexts environment community contexts the community
responsive to the as evidenced y responsive to the as evidenced by contexts as
evidenced y
community contexts MOV No.2 community contexts MOV No. 4
MOV No.2
as evidenced by as evidenced by
MOV No.1 MOV 3
14. Reviewed SY 2021- Quality Exhibited an Exhibited an Reviewed personal Prticipated in the No acceptable Exhibited an
improved
4 0.200
regularly personal 2022 improved practice improved practice teaching practices review of personal evidence was
practice through
teaching practice through one's through a teaching using laws and teaching practices shown a teaching
using existing teaching as impact material as impact regulations that using laws and material as
laws and of regularly of regularly apply to the regulations that impact of
regulations that reviewing one's reviewing one's profession and the apply to the regularly
reviewing one's
apply to the teaching practice/s teaching practice/s responsibilities in profession and the teaching
teaching using laws and using laws and the Code of Ethics responsibilities in practice/s using
profession and regulations that regulations that for Professional the Code of Ethics laws and
the apply to the apply to the Teachers in 4 for Professional regulations that
apply to the
responsibilities profession and the profession and the quarters with Teachers in 4
profession and
specified in the responsibilities in responsibilities in reflection outputs quarters as the
Code of Ethics for the Code of Ethics the Code of Ethics as evidenced by evidenced by MOV responsibilities
Professional for Professional for Professional MOV No.3 No.4 in the Code of
Teachers Teachers as Teachers as Ethics for
Professional
evidenced by MOV evidenced by MOV Teachers as
No.1 No.2 evidenced by
MOV No.2
15. Complied SY 2021- Quality Sustained Discussed with Communicated with Implemented school No acceptable Discussed with
learners,
4 0.200
with and 2022 engagement with learners, learners, policies and evidence was
parents/guardia
implemented the learners, parents/guardians, parents/guardians, procedures without shown ns, and other
school policies parents/guardians and other and other communicating and stakeholders the
and procedures and other stakeholders the stakeholders the consulting the implemented
consistently to stakeholders implemented school implemented school learners, school policies
and procedures
foster harmonious regarding school policies and policies and parents/guardians as evidenced by
relationships with policies and procedures as procedures as and other MOV No.2
learners, parents procedures through evidenced by MOV evidenced by MOV stakeholders
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- Application of No acceptable Applied learner-
centered
4 0.200
personal 2022 centered teaching centered teaching centered teaching learner-centered evidence was
teaching
philosophy of philosophy in the philosophy in the philosophy in the teaching philosophy shown philosophy in
teaching that is lesson plan in all the lesson plan in two lesson plan in one is reflected but was the lesson plan
learner-centered components of components of component of poorly used as in two
instruction in the instruction in the instruction in the basis for components of
instruction in the
lesson plan to lesson plan to lesson plan to planning/designing lesson plan to
improve student improve student improve student the lesson improve student
learning learning learning learning
17. Adopted SY 2021- Quality Exhibited dignity of Exhibited dignity of Adopted practices Adopted a practice No acceptable Adopted
practices that
3 0.150
practices that 2022 teaching as a teaching as a that uphold the that uphold the evidence was
uphold the
uphold the dignity profession by profession by dignity of teaching dignity of teaching shown dignity of
of teaching as a exhibiting qualities exhibiting qualities as a profession by as a profession by teaching as a
profession by such as caring such as caring exhibiting qualities exhibiting qualities profession by
exhibiting attitude, respect and attitude, respect and such as caring such as caring exhibiting
qualities such as
qualities such as integrity with integrity with attitude, respect and attitude, respect and caring attitude,
caring attitude, affirmation from affirmation from any dignity as evidenced dignity as evidenced respect and
respect and different school school stakeholder by at least 2 MOV by one MOV No.2 dignity as
integrity. stakeholders as as evidenced by No.2 evidenced by at
least 2 MOV
evidenced by at one MOV No.1
No.2
least two MOV No.1
18. Set SY 2021- Quality Updated Discussed progress Set professional Accomplished the e- No acceptable Set professional
development
3 0.150
professional 2022 professional on professional development goals SAT at the evidence was
goals based on
devleopment development goals development goals based on e-SAT beginning of the shown e-SAT results as
goals based on during Phase II of with the rater during results as school year as evidenced by
the Philippine the RPMS Cycle as the Mid-year evidenced by MOV evidenced by MOV MOV No.3
Professional evidenced by MOV Review as No.3 No.4
Standars for No.1 evidenced by MOV
Teachers No.2
5. Plus Factor 19. Performed SY 2021- Quality Performed at least 1 Performed at least 1 Performed at least 1 Performed at least 1 No acceptable Performed at
10% least 1 related
5 0.500
various related 2022 related work/activity related work/activity related work/activity related work/activity evidence was
work/activity that
works/activities that contribute to that contribute to that contribute to that contributed to shown contribute to the
that contribute to the teaching-lerning the teaching-lerning the teaching-lerning the teaching- teaching-lerning
the teaching- process beyond the process within the process within the learning process process beyond
learning process school/Community school/Community learning within the class as the
school/Communi
Learning Center Learning Center area/department as evidenced by ty Learning
(CLC) as evidenced (CLC) as evidenced evidenced by submitted MOV Center (CLC) as
by submitted MOV by submitted MOV submitted MOV evidenced by
submitted MOV
RATING FOR OVERALL ACCOMPLISHMENTS Very Satisfactory 4.450

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
ULBATA, CHRISTINE D. OMILIG, MAILYN H. ANGELINA A. VIVERO

Ratee Rater Approving Authority
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR TEACHERS I-III
Name of Employee: ABEGAIL R. ANAS Name of Rater: MAILYN H. OMILIG
Position: TEACHER I Position: MASTER TEACHER I
Bureau/Center/Service/Division: Manlilisid National High School - Leyte Date of Review:

5 4 3 2 1
1. Content 1. Applied SY 2022- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level
Knowledge and knowledge of 2023 7 in Objective 1 as 6 in Objective 1 as 5 in Objective 1 as 4 in Objective 1 as 3 in Objective 1 as
Pedagogy content within and shown in COT shown in COT shown in COT shown in COT shown in COT
across curriculum rating sheets/ inter- rating sheets/ inter- rating sheets/ inter- rating sheets/ inter- rating sheets/ inter-
teaching areas. obeserver observer agreement obeserver observer agreement observer agreement
agreement forms forms agreement forms forms forms or No
acceptable
evidence was
shown
Efficiency Objective was met Objective was met No acceptable

within the alloted but instruction evidence was
time exceeded the shown
alloted time
2. Used a range SY 2022- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level
of teaching 2022 7 in Objective 2 as 6 in Objective 2 as 5 in Objective 2 as 4 in Objective 2 as 3 in Objective 2 as
strategies that shown in COT shown in COT shown in COT shown in COT shown in COT
enhance learner rating sheets/ inter- rating sheets/ inter- rating sheets/ inter- rating sheets/ inter- rating sheets/ inter-
achievement in obeserver observer agreement obeserver observer agreement observer agreement
literacy and agreement forms forms agreement forms forms forms or No
numeracy skills. acceptable
evidence was
shown
alloted time
3. Applied a range SY 2022- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level
of teaching 2023 7 in Objective 3 as 6 in Objective 3 as 5 in Objective 3 as 4 in Objective 3 as 3 in Objective 3 as
strategies to shown in COT shown in COT shown in COT shown in COT shown in COT
develop critical rating sheets/ inter- rating sheets/ inter- rating sheets/ inter- rating sheets/ inter- rating sheets/ inter-
and creative obeserver observer agreement obeserver observer agreement observer agreement
thinking, as well agreement forms forms agreement forms forms forms or No
as other higher- acceptable
order thinking evidence was
skills. shown

alloted time
2. Learning 4. Managed SY 2022- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level
Environment and classroom 2023 7 in Objective 4 as 6 in Objective 4 as 5 in Objective 4 as 4 in Objective 4 as 3 in Objective 4 as
Diversity of structure to shown in COT shown in COT shown in COT shown in COT shown in COT
Learners engage learners, rating sheets/ inter- rating sheets/ inter- rating sheets/ inter- rating sheets/ inter- rating sheets/ inter-
individually or in obeserver observer agreement obeserver observer agreement observer agreement
groups, in agreement forms forms agreement forms forms forms or No
meaningful acceptable
exploration, evidence was
discovery and shown
hands-on
activities within a
range of physical
learning
environments.
alloted time
5. Managed SY 2021- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level
learners behavior 2022 7 in Objective5 as 6 in Objective 5 as 5 in Objective 5 as 4 in Objective 5 as 3 in Objective 5 as
constructively by shown in COT shown in COT shown in COT shown in COT shown in COT
applying positive rating sheets/ inter- rating sheets/ inter- rating sheets/ inter- rating sheets/ inter- rating sheets/ inter-
and non-violent obeserver observer agreement obeserver observer agreement observer agreement
discipline to agreement forms forms agreement forms forms forms or No
ensure learning- acceptable
focused evidence was
environments. shown

alloted time
6. Used SY 2022- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level
differentiated, 2023 7 in Objective 6 as 6 in Objective 6 as 5 in Objective 6 as 4 in Objective 6 as 3 in Objective 6 as
developmentally shown in COT shown in COT shown in COT shown in COT shown in COT
appropriate rating sheets/ inter- rating sheets/ inter- rating sheets/ inter- rating sheets/ inter- rating sheets/ inter-
learning obeserver observer agreement obeserver observer agreement observer agreement
experiencs to agreement forms forms agreement forms forms forms or No
address learners' acceptable
gender, needs, evidence was
strengths, shown
interests and
experiences.

alloted time
Curriculum and 7. Planned, SY 2022- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level
Planning managed and 2023 7 in Objective 7 as 6 in Objective 7 as 5 in Objective 7 as 4 in Objective 7 as 3 in Objective 7 as
implemented shown in COT shown in COT shown in COT shown in COT shown in COT
developmentally rating sheets/ inter- rating sheets/ inter- rating sheets/ inter- rating sheets/ inter- rating sheets/ inter-
sequenced obeserver observer agreement obeserver observer agreement observer agreement
teaching and agreement forms forms agreement forms forms forms or No
learning acceptable
processes to evidence was
meet curriculum shown
requirements and
varied teaching
contexts.

alloted time
8. Participated in SY 2022- Quality Planned for Reflected for Shared practices, Attended LAC No acceptable
collegial 2023 enriched teaching enriched teaching teacher and learner sessions/ FGDs/ evidence was
discussions that practice based on practice based on feedback during meetings/ other shown
use teacher and LAC sessions/ LAC sessions/ LAC sessions/ collegial discussions
learner feedback FGDs/ meetings/ FGDs/ meetings/ FGDs/ meetings/ that discuss
to enrich teaching other collegial other collegial other collegial teacher/ learners
practices. discussions discussions plan, discussions to plan, feedback to enrich
attended, as shown facilitate, and enrich facilitate, and enrich instruction, as
in MOV 3 teaching practice, teaching practices, shown in MOV 1
as shown in MOV 3 as shown in MOV 2
Timeliness* Participated in Participated in Participated in Participated in No acceptable

collegial discussions collegial discussions collegial discussions collegial discussions evidence was
that discuss teacher that discuss teacher that discuss teacher that discuss teacher shown
and learners and learners and learners and learners
feedback across 4 feedback across 3 feedback across 2 feedback across 1
quarters quarters quarters quarter
9. Seleted, SY 2022- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level
developed, 2023 7 in Objective 9 as 6 in Objective 9 as 5 in Objective 9 as 4 in Objective 9 as 3 in Objective 9 as
organized and shown in COT shown in COT shown in COT shown in COT shown in COT
used appropriate rating sheets/ inter- rating sheets/ inter- rating sheets/ inter- rating sheets/ inter- rating sheets/ inter-
teaching and obeserver observer agreement obeserver observer agreement observer agreement
learning agreement forms forms agreement forms forms forms or No
resources, acceptable
including ICT, to evidence was
address learning shown
goals

alloted time
Assessment and 10. Designed, SY 2021- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level
Reporting selected, 2022 30% 7 in Objective 10 as 6 in Objective 10 as 5 in Objective 10 as 4 in Objective 10 as 3 in Objective 10 as
organized and shown in COT shown in COT shown in COT shown in COT shown in COT
used diagnostic, rating sheets/ inter- rating sheets/ inter- rating sheets/ inter- rating sheets/ inter- rating sheets/ inter-
formative and obeserver observer agreement obeserver observer agreement observer agreement
summative agreement forms forms agreement forms forms forms or No
assessment acceptable
strategies evidence was
consistent with shown
curriculum
requirements.

alloted time
11. Monitored and SY 2022- Quality Involved learner/s in Monitored and Monitored and Monitored and No acceptable
evaluated learner 2023 monitoring and evaluated learner evaluated learner evaluated learner evidence was
progress and evaluation of their progress and progress and progress and shown
achievement own progress and achievement based achievement based achievement based
using learner achievement on attainment data on the class on an existing grade
attainment data. from an individual achievement data level/ department/
learner learning area report
Timeliness Submitted MOV/s Submitted MOV/s Submitted MOV/s Submitted MOV/s No acceptable
show/s monitoring show/s monitoring show/s monitoring show/s monitoring evidence was
and evaluation done and evaluation done and evaluation done and evaluation done shown
across 4 quarters across 3 quarters across 2 quarters across 1 quarter
12. SY 2022- Quality Sustained Communicated Communicated Communivcated No acceptable

Communicated 2023 engagement promptly and clearly promptly and clearly learners' needs, evidence was
promptly and through regular using various tools using one (1) progress and shown
clearly the communication of and strategies strategy learners' achievement to key
learner's needs, learners' needs, learners' needs, needs, progress stakeholders,
progress and progress and progress and and achievement to including parents/
achievement to achievement to key achievement to key key stakeholders, guardians, but not
key stakeholders, stakeholders, stakeholders, including parents/ regularly as shown
including parents/ including parents/ including parents/ guardians, as in the MOV
guardians. guardians, as guardians, as shown in the MOV submitted
shown in the MOV shown in the MOV submitted
submitted submitted
Timeliness Showed prompt Showed prompt Showed prompt Showed prompt No acceptable
communication of communication of communication of communication of evidence was
learner's needs, learner's needs, learner's needs, learner's needs, shown
progress and progress and progress and progress and
achievement across achievement across achievement across achievement across
4 quarters 3 quarters 2 quarters 1 quarter
Personal Growth 13. Applied a Quality Submitted MOV that Submitted MOV that Submitted MOV that Submitted MOV that No acceptable
and Professional personal details the reflects involvement shows the indicates a personal evidence was
Development philosophy of consistent of learners in the application of a philosophy of shown
teaching that is involvement of teaching-learning personal philosophy teaching that is not
learner-centered learners in the process resulting of teaching that is learner-centered
teaching-learning from the application learner-centered
process resulting of a personal
from the application philosophy of
of a personal teaching that is
philosophy of learner-centered
teaching that is
learner-centered
Timeliness Applied a personal Applied a personal Applied a personal Applied a personal No acceptable
philosophy of philosophy of philosophy of philosophy of evidence was
teaching that is teaching that is teaching that is teaching that is shown
learner-centered learner-centered learner-centered learner-centered
across 4 quarters across 3 quarters across 2 quarters across 1 quarter
14. Set Quality Updated Discussed progress Set professional Accomplished the e- No acceptable
professional professional on professional development goals SAT at the evidence was
development development goals development goals based on e-SAT beginning of the shown
goals based on during Phase II of with the rater during results as school year as
the Philippine the RPMS Cycle as the mid-year review evidenced by MOV evidenced by MOV
Professional evidenced by MOV as evidenced by 2 1
Standards for 4 MOV 3
Teachers.
Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1
No acceptable
acceptable MOVs acceptable MOVs acceptable MOVs acceptable MOV
evidence was
shown
Timeliness All four submitted Three of the Two of the Only one of the No acceptable
MOVs were submitted MOVs submitted MOVs submitted MOVs evidence was
accomplished within were accomplished were accomplished was accomplished shown
the prescribed within the within the within the
RPMS Phase prescribed RPMS prescribed RPMS prescribed RPMS
Phase Phase Phase
Plus Factor 15. Performed Quality Performed at least 1 Performed at least Performed at least Performed at least No acceptable
various related related work/ activity one related work/ one related work/ one related work/ evidence was
works/ activities that contributed to activity that activity that activity that shown
that contribute to the teaching- contributed to the contributed to the contributed to the
the teaching- learning process teaching-learning teaching-learning teaching-learning
learning process. beyond the school/ process within the process within the process within the
Community school/ Community class as evidenced learning area/
Learning Center Learning Center by the submitted department as
(CLC) as evidenced (CLC) as evidenced MOV. evidenced by the
by the submitted by the submitted submitted MOV.
MOV. MOV.
s
Efficiency Submitted MOV that Submitted MOV that Submitted MOV that Submitted MOV that No acceptable
details the achieved details the shows reasonable shows considerable evidence was
positive contribution perceived positive interlap with the overlap with, hence shown
to the teaching- contribution to the actual teaching- significantly
learning process, as teaching-learning learning process, as affecting the
evidenced by the process, as evidenced by the performance of the
annotation provided. evidenced by the annotation provided. actual teaching-
annotation provided. learning process
Timeliness Submitted MOVs Submitted MOVs Submitted MOVs Submitted MOVs No acceptable
were distributed were distributed were distributed were distributed evidence was
across 4 quarters across 3 quarters across 2 quarters across 1 quarter shown
RATING FOR OVERALL ACCOMPLISHMENTS

Below 1.499 Poor
ABEGAIL R. ANAS MAILYN H. OMILIG ANGELINA A. VIVERO

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.
5 3. Applies negotiation principles in arriving at win-win agreements.
5
4. Prioritizes work tasks and schedules (through Gantt chants, checklists, etc.) to achieve goals. 4. Drives consensus and team ownership of decisions.
5. Works constructively and collaboratively with others and across organizations to accomplish organization
5. Sets high quality, challenging, realistic goals for self and others.
goals and objectives.
Professionalism and Ethics Service Orientation
1. Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards for
1. Can explain and articulate organizational directions, issues and problems.
Public Officials and Employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking into account the impact of his/her actions
2. Takes personal responsibility for dealing with and/or correcting customer service issues and concerns.
and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good
grooming and communication.
5 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
4. Makes personal sacrifices to meet the organization’s needs.
directions.
5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve system and 5. Develops and adopts service improvement program through simplified procedures that will further
help others improve their effectiveness. enhance service delivery.
Results Focus Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes and
1. Achieves results with optimal use of time and resources most of the time.
suggests better ways to do things (cost and/or operational efficiency).
2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal
before personal needs. 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
completeness with no supervision required.
5 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions. 4
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
Teacher I-III (Proficient Teacher)

Bureau/Center/Service/Division: Manlilisid National High School - Leyte Date of Review: July 20, 2022
Weight per Weight per Numerical Ratings

KRA Objectives Score
KRA Objective Q E T Ave
Objective 1 5% 4 4.000 0.200
Objective 2 5% 5 5.000 0.250
KRA 1 20%
Objective 3 5% 5 5.000 0.250
Objective 4 5% 5 5.000 0.250
Objective 5 5% 4 4.000 0.200
Objective 6 5% 5 5.000 0.250
KRA 2 20%
Objective 7 5% 5 5.000 0.250 FOR OBJ 7-10, Manually type in the
Objective 8 5% 5 5.000 0.250 colored cells the QUALITY ratings
5% 5 5.000 0.250 from the SET (A or B) used (see
Objective 9 IPCRF-Part 1). Then unfill the cell
Objective 10 5% 5 5.000 0.250 color.
KRA 3 20%
Objective 11 5% 5 5.000 0.250
Objective 12 5% 4 4.000 0.200
Objective 13 5% 4 4.000 0.200
Objective 14 5% 4 4.000 0.200
Objective 15 5% 4 4.000 0.200
KRA 4 30%
Objective 16 5% 4 4.000 0.200
Objective 17 5% 3 3.000 0.150
Objective 18 5% 3 3.000 0.150
KRA 5 10% Objective 19 10% 5 5.000 0.500
Final Rating 4.450
Adjectival Rating Very Satisfactory

PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies
KRA 1. Objective 1.1 KRA 1. Objective 2.3 Uses To use differentiated, Developed and used Year-Round Learning and Developmental
Applied knowledge of content differentiated, developmentally developmentally appropriate differentiated, developmentally Team/School
within and across curriculum appropriate learning learning experiences to appropriate learning Head/Colleagues /Local
teacing areas. experiences to address address learners' gender, experiences to address Year-Round Funds/MOOE
KRA 1, Objective 1.2 Used a learners' gender, needs, needs, strengths, interests learners' gender, needs,
range of teaching strategies strengths, interests and and experiences. strengths, interests and the like
that enhance learner experiences. -To participate in from seminars/LAC
achievement in literacy and KRA 3, Objective 3.2 collegial discussions that use sessions/INSET.
numeracy skills. Participated in collegial teacher and learner feedback -Participated in collegial
discussions that use teacher to enrich teaching practice. discussions that uses teacher
and learner feedback to enrich and learner feedback to enrich
teaching practice. teaching practice from
seminars/LAC sessions/INSET.
B. Core Behavioral Competencies

Self-Management, Innovation Uses ingenious methods to Develop and apply methods Year-round/ School Head and Teachers
Professionalism and Ethics, accomplish responsibilities by that are align with the trends INSET
Results Focus, Teamwork & demonstrating in the educational system to
Service Orientation resourcefulness and the accomplish responsibilities
ability to succeed with and create innovation for
minimal resources. the benefit of the institution.
Feedback:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
_________________________

RATEE RATER 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%
KRA 2 20%
SET A (COT) 0 0 #DIV/0!
Objective 9 5% 6
SET B (TRF) #DIV/0!
SET A (COT) 0 0 #DIV/0!
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
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

5 4 3 2 1
Quality #DIV/0!
1. Content 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
and across evidence was
curriculum shown.
teaching areas.
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
Filipino and English
to improve teaching
evidence was
and learning, as shown.
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
communicatio n
strategies to
evidence was
support learner shown.
understanding,
participation,
engagement and
achievement
2. Learning Quality #DIV/0!

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
environments to evidence was
enhance learning shown.
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
respect and care evidence was
to encourage shown.
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 supportive environment for environment and environment and environment and
learning learners to feature all elements engage learners to engage learners to
environments that recognize each of collaborative participate, participate,
nurture and other’s learning learning as shown cooperate, and/or cooperate, and/or
inspire learners to strengths and value in the submitted collaborate in collaborate in class
participate, the contribution of learning material continued learning discussions as
cooperate and others as evidenced as shown in the shown in the
collaborate in by the submitted submitted learning submitted learning
continued learning material materials materials
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 teaching practices motivate learners to motivate learners to
learning practices to sustain that successfully work productively by work productively by
environments that learner 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 learning as shown as shown in the as shown in the
productively by in the submitted in 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
Reporting strategies that are evidence was
responsive to shown.
learners with
#DIV/0!
disabilities, Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level #DIV/0! #DIV/0!
giftedness and (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
talents 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
effectively the evidence was
needs of learners shown.
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 assessment data to
utilize (p. 14, DO 35, s. assessment data to of 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 to evidenced by MOV policies and evidenced by MOV
foster harmonious No. 1 procedures as No. 3
relationships with evidenced by MOV
learners, parents No. 2
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 of learner- centered enhancing their own learner- centered practice (i.e., lesson
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 professional SAT at the evidence was
Professional development goals with 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 that contribute to that contribute to that contributed to shown
that contribute to the teaching-lerning the teaching-lerning the 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!

Below 1.499 Poor
0 0 0
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. Works constructively and collaboratively with others and across organizations to accomplish organization
5. Sets high quality, challenging, realistic goals for self and others.
goals and objectives.
Professionalism and Ethics Service Orientation
1. Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards for
1. Can explain and articulate organizational directions, issues and problems.
Public Officials and Employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking into account the impact of his/her actions
2. Takes personal responsibility for dealing with and/or correcting customer service issues and concerns.
and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good
3. Initiates activities that promote advocacy for men and women empowerment.
grooming and communication.
4. Participates in updating office vision, mission, mandates and strategies based on DepEd strategies and
4. Makes personal sacrifices to meet the organization’s needs.
directions.
5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve system and 5. Develops and adopts service improvement program through simplified procedures that will further
help others improve their effectiveness. enhance service delivery.
Results Focus Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes and
1. Achieves results with optimal use of time and resources most of the time.
suggests better ways to do things (cost and/or operational efficiency).
2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal
before personal needs. 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
Weight per Weight per Numerical Ratings

KRA Objectives Score
KRA Objective Q E T Ave
Objective 1 5% #DIV/0! #DIV/0! #DIV/0!
KRA 1 20%
KRA 2 20%
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
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:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
_________________________
0 0 0
RATEE RATER APPROVING AUTHORITY

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Republic of the Philippines

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIE

Encoding Sheet-Proficient & Encoding Sheet-Highly Proficient

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

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

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

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

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

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.

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

C. Accomplishing the Competencies Part of the IPCRF

D. Preparing the Development Plans

E. Submitting IPCRF Parts I-IV to your Rater

E. Submitting IPCRF Parts I-IV to your Rater

MITMENT AND REVIEW FORM

ll Parts I-IV are accomplished, the teacher should print

er. The Excel Workbook has 11 viewable sheets:

HIS' Sheet, then click Begin at the bottom to start.

period(s) you have been observed, and/or Ratings for the

are filled in on both the Encoding Sheet, and IPCRF-Part 3. Take

or 5) for each of the 6 categories of Core Behavioral

th the Functional Competencies (RPMS Objectives in Part I) and

earning Objectives and Interventions), timeline, and resources

ished, in the required number of copies. Submit these to your

Name of Employee: ULBATA, CHRISTINE D. Name of Rater: OMILIG, MAILYN H.

ULBATA, CHRISTINE D. OMILIG, MAILYN H. ANGELINA A. V

ical Ratings Score

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

RATING FOR OVERALL ACCOMPLISHMENTS Very Satisfactory 4.450

ULBATA, CHRISTINE D. OMILIG, MAILYN H. ANGELINA A. VIVERO

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

Efficiency Objective was met Objective was met No acceptable

Efficiency Objective was met Objective was met No acceptable

Efficiency Objective was met Objective was met No acceptable

Efficiency Objective was met Objective was met No acceptable

Efficiency Objective was met Objective was met No acceptable

Timeliness* Participated in Participated in Participated in Participated in No acceptable

Efficiency Objective was met Objective was met No acceptable

Efficiency Objective was met Objective was met No acceptable

12. SY 2022- Quality Sustained Communicated Communicated Communivcated No acceptable

RATING FOR OVERALL ACCOMPLISHMENTS

ABEGAIL R. ANAS MAILYN H. OMILIG ANGELINA A. VIVERO

Name of Employee: ULBATA, CHRISTINE D. Name of Rater: OMILIG, MAILYN H.

Weight per Weight per Numerical Ratings

ULBATA, CHRISTINE D. OMILIG, MAILYN H. ANGELINA A. VIVERO

B. Core Behavioral Competencies

ULBATA, CHRISTINE D. OMILIG, MAILYN H. ANGELINA A. VIVERO

Name of Employee: Name of Rater:

ical Ratings Score

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

Quality Modelled and evaluated No acceptable #DIV/0!

2. Learning Quality #DIV/0!

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

Name of Employee: 0 Name of Rater: 0

Weight per Weight per Numerical Ratings

B. Core Behavioral Competencies

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