INDIVIDUAL PERFORMANCE COMMITMENT REV

Teacher I-III (Proficien

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:

KRA Objectives
1. Applied knowledge of content within and across curriculum teaching areas. (PPST 1.1.2)
1. Content
Knowledge 2. Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills. (PPST 1.4.2)
and 3. Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills. (PPST 1.5.2)
Pedagogy
4. Displayed proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning. (PPST 1.6.2)
5. Established safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures.
(PPST 2.1.2)
2. Learning
Environment 6. Maintained learning environments that promote fairness, respect and care to encourage learning. (PPST 2.2.2)
& Diversity of 7. Established a learner-centered culture by using teaching strategies that respond to their linguistic, cultural, socioeconomic and
Learners religious backgrounds. (PPST 3.2.2)
8. Adapted and used culturally appropriate teaching strategies to address the needs of learners from indigenous groups. (PPST 3.5.2)

9. Set achievable and appropriate learning outcomes that are aligned with learning competencies. (PPST 4.2.2)
3. Curriculum
Planning &
Assessment 10. Used strategies for providing timely, accurate and constructive feedback to improve learner performance. (PPST 5.3.2)
and Reporting
11.Utilized assessment data to inform the modification of teaching and learning practices and programs. (PPST 5.5.2)

4. Personal 12. Build relationships with parents/ guardians and the wider school community to facilitate involvement in the educative process. (PPST 6.2.2)
Growth and
13. Participated in professional networks to share knowledge and to enhance practice. (PPST 7.3.2)
Professional
Development 14. Developed a personal improvement plan based on reflection of one’s practice and ongoing professional learning. (PPST 7.4.2)

Plus 15. Performed various related works / activities that contribute to the teachinglearning process.
Factor
Total:

0 0
Ratee Rater
FORMANCE COMMITMENT REVIEW FORM (IPCRF) ENCODING SHEET
Teacher I-III (Proficient Teacher)
Name of Rater:
Position:
Date of Review:
Approving Authority:

Weight per No. of Numerical Ratings

Objective MOVS
CO 1 CO 2 CO 3 CO 4 Ave
Q E
1.2) 7% 0.0 0
numeracy skills. (PPST 1.4.2) 7% 0.0 0
gher-order thinking skills. (PPST 1.5.2) 7% 0.0 0
and learning. (PPST 1.6.2) 7% 0.0 0
plementation of policies, guidelines and procedures.
7% 0.0 0
ge learning. (PPST 2.2.2) 7% 0.0 0
eir linguistic, cultural, socioeconomic and
7% 0.0 0
indigenous groups. (PPST 3.5.2) 7% 0.0 0
petencies. (PPST 4.2.2) 7%
learner performance. (PPST 5.3.2) 7% 0.0 0
s and programs. (PPST 5.5.2) 7%
ent in the educative process. (PPST 6.2.2) 7%
PPST 7.3.2) 7%
ssional learning. (PPST 7.4.2) 7%
process. 2%
Total: 100% 0
Adjectival Rating:

0 0
Rater Approving Authority

Edited by
GERALD CRUDA BAYARCAL
Teacher I
 Edited by
GERALD CRUDA BAYARCAL
Teacher I
Numerical Ratings
Score
T Ave
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!
0.000 0.000
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0!
jectival Rating: #DIV/0!

0
proving Authority

d by
A BAYARCAL
her I
d by
A BAYARCAL
her I
 PART I. INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF)
Teacher I-III (Proficient Teacher)

Name of Employee: 0 Name of Rater: 0

Position: 0 Position: 0
Bureau/Center/Service/Division: 0 Date of Review: 12/30/1899
Rating Period: 0 Approving Authority: 0

PERFORMANCE INDICATOR
MEANS OF Weight per Numerical
KRA OBJECTIVE Objectives Rating
Average Score
VERIFICATION Very Satisfactory Unsatisfactory
QET Outstanding (5) Poor (1)
Satisfactory (4) (3) (2)

1. Applied Classroom Observation

Tool (COT) rating sheet/s
Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
knowledge of Level 7 in Level 6 in Level 5 in Level 4 in Objective Level 3 in
or inter-observer Objective 1 as Objective 1 as Objective 1 as 1 as shown in COT Objective 1 as
content within agreement form/s done shown in COT shown in COT shown in COT rating sheets / shown in COT
through onsite / face-to-
and across face / in-person rating sheets / rating sheets / rating sheets / inter-observer rating sheets /
curriculum classroom observation. inter-observer inter-observer inter-observer agreement forms inter-observer
teaching areas. agreement forms agreement forms agreement forms agreement
If onsite / face-to-face / forms
(PPST 1.1.2) inperson classes are not or
implemented, No acceptable
• through evidence was
observation of
synchronous /
shown 3.50% 0
asynchronous teaching
in other modalities; or
• through
observation of a 0.0 0.0000
demonstration teaching*
via LAC session.

Efficiency Objective was met Objective No acceptable

within the allotted was met but evidence was
time instruction shown
exceeded the 3.50% 0
allotted time
 2. Used a range Classroom Observation
Tool (COT) rating sheet/s
Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
of teaching Level 7 in Level 6 in Level 5 in Level 4 in Objective Level 3 in
or inter-observer Objective 2 as Objective 2 as Objective 2 as 2 as shown in COT Objective 2 as
strategies that agreement form/s done shown in COT shown in COT shown in COT rating sheets / shown in COT
through onsite / face-to-
enhance learner face / in-person rating sheets / rating sheets / rating sheets / inter-observer rating sheets /
achievement in classroom observation. inter-observer inter-observer inter-observer agreement forms inter-observer
literacy and agreement forms agreement forms agreement forms agreement
If onsite / face-to-face / forms
numeracy skills. inperson classes are not or
(PPST 1.4.2) implemented, No acceptable
• through evidence was
observation of
synchronous /
shown 3.50% 0
asynchronous teaching
in other modalities; or
• through
observation of a 0.0 0.0000
demonstration teaching*
via LAC session.

Efficiency Objective was met Objective No acceptable

within the allotted was met but evidence was
time instruction shown
exceeded the 3.50% 0
1. Content allotted time
Knowledge
and 3. Applied a Classroom Observation
Tool (COT) rating sheet/s
Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Level 7 in Level 6 in Level 5 in Level 4 in Objective Level 3 in
Pedagogy range of teaching or inter-observer Objective 3 as Objective 3 as Objective 3 as 3 as shown in COT Objective 3 as
strategies to agreement form/s done shown in COT shown in COT shown in COT rating sheets / shown in COT
through onsite / face-to-
develop critical face / in-person rating sheets / rating sheets / rating sheets / inter-observer rating sheets /
and creative classroom observation. inter-observer inter-observer inter-observer agreement forms inter-observer
thinking, as well If onsite / face-to-face / agreement forms agreement forms agreement forms agreement
forms
as other higher- inperson classes are not or
order thinking implemented, No acceptable
skills. (PPST 1.5.2) •observation
through
of
evidence was
synchronous /
asynchronous teaching
shown
3.50% 0
in other modalities; or
• through
observation of a
demonstration teaching*
0.0 0.0000
via LAC session.

Efficiency Objective was met Objective No acceptable

within the allotted was met but evidence was
time instruction shown
exceeded the 3.50% 0
allotted time
4. Displayed Classroom Observation Quality
Tool (COT) rating sheet/s
Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
proficient use of or inter-observer Level 7 in Level 6 in Level 5 in Level 4 in Objective Level 3 in
Objective 4 as Objective 4 as Objective 4 as 4 as shown in COT Objective 4 as
Mother Tongue, agreement form/s done shown in COT shown in COT shown in COT rating sheets / shown in COT
through onsite / face-
Filipino and toface / in-person rating sheets / rating sheets / rating sheets / inter-observer rating sheets /
English to classroom observation. interobserver inter-observer inter-observer agreement forms inter-observer
facilitate teaching If onsite / face-to-face / agreement forms agreement forms agreement forms agreement
forms
and learning. inperson classes are not or
(PPST 1.6.2) implemented, No acceptable
• through evidence was
observation of
synchronous /
shown 3.50% 0
asynchronous teaching
in other modalities; or
• through
observation of a 0.0 0.0000
demonstration teaching*
via LAC session

Efficiency Objective was met Objective No acceptable

within the allotted was met but evidence was
time instruction shown
exceeded the 3.50% 0
allotted time

5. Established Classroom Observation

Tool (COT) rating sheet/s
Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
safe and secure Level 7 in Level 6 in Level 5 in Level 4 in Objective Level 3 in
or inter-observer Objective 5 as Objective 5 as Objective 5 as 5 as shown in COT Objective 5 as
learning agreement form/s done shown in COT shown in COT shown in COT rating sheets / shown in COT
through onsite / face-to-
environments to face / in-person rating sheets / rating sheets / rating sheets / inter-observer rating sheets /
enhance learning classroom observation. interobserver inter-observer inter-observer agreement forms inter-observer
through the agreement forms agreement forms agreement forms agreement
If onsite / face-to-face / forms
consistent inperson classes are not or
implementation implemented, No acceptable
• through
of policies, observation of
evidence was
guidelines and synchronous /
shown
3.50% 0
procedures. asynchronous teaching
in other modalities; or
(PPST 2.1.2) • through
observation of a
demonstration teaching*
0.0 0.0000
via LAC session.

Efficiency Objective was met Objective No acceptable

within the allotted was met but evidence was
time instruction shown
exceeded the 3.50% 0
allotted time
 6. Maintained Classroom Observation
Tool (COT) rating sheet/s
Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
learning Level 7 in Level 6 in Level 5 in Level 4 in Objective Level 3 in
or inter-observer Objective 6 as Objective 6 as Objective 4 as 6 as shown in COT Objective 6 as
environments agreement form/s done shown in COT shown in COT shown in COT rating sheets / shown in COT
through onsite / face-to-
that promote face / in-person rating sheets / rating sheets / rating sheets / inter-observer rating sheets /
fairness, respect classroom observation. interobserver inter-observer inter-observer agreement forms inter-observer
and care to agreement forms agreement forms agreement forms agreement
If onsite / face-to-face / forms
encourage inperson classes are not or
learning. (PPST implemented, No acceptable
• through
2.2.2) observation of
evidence was
synchronous /
asynchronous teaching
shown
3.50% 0
in other modalities; or
• through
observation of a
demonstration teaching*
0.0 0.0000
via LAC session.

Efficiency Objective was met Objective No acceptable

within the allotted was met but evidence was
time instruction shown
exceeded the 3.50% 0
allotted time
2. Learning
Environmen
t & Diversity 7. Established a Classroom Observation
Tool (COT) rating sheet/s
Quality Demonstrated
Level 7 in
Demonstrated
Level 6 in
Demonstrated Demonstrated
Level 5 in Level 4 in Objective
Demonstrated
Level 3 in
of Learners learner-centered or inter-observer Objective 7 as Objective 7 as Objective 7 as 7 as shown in COT Objective 7 as
culture by using agreement form/s done shown in COT shown in COT shown in COT rating sheets / shown in COT
through onsite / face-to-
teaching face / in-person rating sheets / rating sheets / rating sheets / inter-observer rating sheets /
strategies that classroom observation. inter-observer inter-observer inter-observer agreement forms inter-observer
respond to their agreement forms agreement forms agreement forms agreement
If onsite / face-to-face / forms
linguistic, inperson classes are not or
cultural, implemented, No acceptable
• through
socioeconomic observation of
evidence was
shown
and religious
backgrounds.
synchronous /
asynchronous teaching
3.50% 0
in other modalities; or
(PPST 3.2.2) • through
observation of a
demonstration teaching*
0.0 0.0000
via LAC session.

Efficiency Objective was met Objective No acceptable

within the allotted was met but evidence was
time instruction shown
exceeded the 3.50% 0
allotted time
8. Adapted and Classroom Observation
Tool (COT) rating sheet/s
Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
used culturally Level 7 in Level 7 in Level 5 in Level 4 in Objective Level 3 in
or inter-observer Objective 8 as Objective 8 as Objective 8 as 8 as shown in COT Objective 8 as
appropriate agreement form/s done shown in COT shown in COT shown in COT rating sheets / shown in COT
through onsite / face-to-
teaching face / in-person rating sheets / rating sheets / rating sheets / inter-observer rating sheets /
strategies to classroom observation. inter-observer inter-observer inter-observer agreement forms inter-observer
address the agreement forms agreement forms agreement forms agreement
If onsite / face-to-face / forms
needs of learners inperson classes are not or
from indigenous implemented, No acceptable
• through
groups. (PPST observation of
evidence was
3.5.2) synchronous /
asynchronous teaching
shown
3.50% 0
in other modalities; or
• through
observation of a
demonstration teaching*
0.0 0.0000
via LAC session.

Timeliness Objective was met Objective No acceptable

within the allotted was met but evidence was
time instruction shown
exceeded the 3.50% 0
allotted time

9. Set achievable At least one (1) lesson

plan
Quality Set learning Set learning Set learning Set learning No acceptable
and appropriate outcomes were outcomes were outcomes were outcomes were not evidence was
(e.g., DLP, DLL, WHLP, achievable and achievable and achievable and achievable or shown
learning WLP, WLL, Lesson appropriate, and appropriate, and appropriate, and appropriate, and
Exemplars, and the likes)
outcomes that or one lesson from a led to the contributed to the are aligned with were partially
are aligned with selflearning module, attainment of the understanding of the learning aligned with the
learning developed by the ratee* next related the next related competencies, as learning
and used in instruction, competency, as competency, as shown in the competencies, as
competencies. with achievable and shown in the shown in the MOV submitted. shown in the MOV
(PPST 4.2.2) appropriate learning MOV submitted. MOV submitted. submitted.
outcomes that are
aligned with the learning 3.50% 0
competencies as shown
in any one (1) of the
following: •
lecture/discussion
• activity/activity
sheet
• performance task
• rubric for
assessing performance
#DIV/0! #DIV/0!
using criteria that
appropriately describe
the target output
Efficiency All of the learning Majority of the At least half of Less than half of No acceptable
outcomes set learning the learning the learning evidence was
were aligned with outcomes set outcomes set outcomes set were shown
the learning were aligned with were aligned aligned with the
competencies as the learning with the learning learning
shown in the competencies as competencies as competencies as
MOV submitted shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted 3.50% 0
 10. Used Classroom Observation
Tool (COT) rating sheet/s
Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
strategies for Level 7 in Level 6 in Level 5 in Level 4 in Objective Level 3 in
or inter-observer Objective 10 as Objective 10 as Objective 10 as 10 as shown in COT Objective 10
providing timely, agreement form/s done shown in COT shown in COT shown in COT rating sheets / as shown in
through onsite / face-
accurate and toface / in-person rating sheets / rating sheets / rating sheets / inter-observer COT rating
constructive classroom observation. interobserver inter-observer inter-observer agreement forms sheets / inter-
feedback to agreement forms agreement forms agreement forms observer
If onsite / face-to-face / agreement
improve learner inperson classes are not forms
performance. implemented, or
• through
(PPST 5.3.2) observation of
No acceptable

3. synchronous /
asynchronous teaching
evidence was
shown 3.50% 0
Curriculum in other modalities; or
• through
Planning & observation of a 0.0 0.0000
Assessment demonstration teaching*
via LAC session
and
Reporting

Efficiency Objective was met Objective No acceptable

within the allotted was met but evidence was
time instruction shown
exceeded the 3.50% 0
allotted time

11.Utilized A list of identified least /

most mastered skills
Quality Implemented a Developed Planned for a Analyzed learners’ No acceptable
assessment data teaching and materials based teaching and mastered skills evidence was
based on the frequency learning strategy / on learners’ learning strategy based on the shown
to inform the of errors / correct program using assessment data and/or program frequency of errors
responses with any
modification of one (1) of the following materials based as evidenced by a based on and correct
teaching and supporting MOVs on learners’ list of identified learners’ responses as
learning practices 1. accomplishment assessment data least / most assessment data evidenced by a list
report for remedial / as evidenced by a mastered skills as evidenced by of identified least /
and programs. enhancement list of identified with supporting a most mastered
(PPST 5.5.2) activities (e.g., remedial least / most MOV No. 2 list of identified skills
sessions, Summer mastered skills least / most
Reading Camp, Phil-
IRIbased reading
with supporting mastered skills
program) MOV No. 1 with supporting
2. intervention
material used for
MOV No. 3
3.50% 0
remediation /
reinforcement /
enhancement
3. lesson
plan/activity log for #DIV/0! #DIV/0!
remediation /
enhancement utilizing of
assessment data to
modify teaching and
learning practices or
programs

Timeliness Submitted MOV/s Submitted MOV/s Submitted Submitted MOV/s No acceptable

showed utilization showed utilization MOV/s showed showed utilization evidence was
of assessment of assessment utilization of of assessment data shown
data across 4 data across 3 assessment data in only 1 quarter
quarters quarters across 2 quarters 3.50% 0
 12. Build Any one (1) of the
following:
Quality Sustained Sustained Secured Communicated No acceptable
relationships with 1. engagement engagement with collaboration with and obtained evidence was
Proof of through regular parents/guardians with response from shown
parents/ participation in any communication of and/or wider parents/guardian parents/guardians
activity highlighting the
guardians and objective, such as, but learners’ needs, school community s and/or wider and/or wider
the wider school not limited the following: progress and to facilitate school school community
community to • Receipt achievement to involvement in the community to facilitate
form/monitoring form key stakeholders, educative process to facilitate involvement in the
facilitate during distribution of including parents/ as evidenced by 2 involvement in educative process
involvement in learning materials, etc. guardians, as or more of MOV the educative as evidenced by
• Commitment
the educative form to stakeholders,
shown in the MOV no. 1 or 2 process as MOV No. 3
process. (PPST developed advocacy
submitted evidenced by
one MOV no. 1
6.2.2) materials, certificate of
participation that shows or
parents’/stakeholders’ 2
engagement signed by
the school head, etc.
•
forms
Home visitation
3.50% 0
• Any equivalent
ALS form/document
that highlights the
objective
• Others (please
specify and provide
annotations)
2. Parent-teacher
log or proof of other
stakeholders meeting
(e.g., one-on-one parent-
teacher learner
conference log;
attendance sheet with
minutes of online or
face-to-face meeting;
proof of involvement
in the learners’/parents’
orientation, etc.)
3. Any form of #DIV/0! #DIV/0!
communication to
parents/stakeholders
(e.g., notice of meeting;
screenshot of chat/text
message/communication
with parent/guardian)

4. Personal
Growth and
Professional
Developme
 face-to-face meeting;
proof of involvement
in the learners’/parents’
orientation, etc.)
3. Any form of Timeliness Showed Showed Showed Showed No acceptable
#DIV/0! #DIV/0!
communication to
parents/stakeholders
engagement with engagement with engagement engagement with evidence was
(e.g., notice of meeting; parents/guardians parents/guardians with parents/guardians shown
screenshot of chat/text and the wider and the wider parents/guardian and the wider
message/communication school community school community s and the wider school community
with parent/guardian) across 4 quarters across 3 quarters school in only 1 quarter
community
across 2 quarters

3.50% 0

4. Personal
Growth and
Professional
Developme 13. Participated 1. Certificate of Quality Participated in any Participated in any Participated in Participated in any No acceptable
nt in professional
completion in a professional professional any professional professional evidence was
course/training network/activity network/activity network/activity network/activity shown
networks to Certificate of that requires that requires that requires that does not
participation in a
share knowledge webinar, retooling, output* and proof output* and proof output* to share require output to
and to enhance upskilling, and other of of knowledge and share knowledge
practice. (PPST training/ seminar/ implementation** implementation** to enhance and to enhance
workshop with proof of within the school within the practice as practice as
7.3.2) implementation to share department/ evidenced by the evidenced by the
2.Certificate of knowledge and to grade level to submitted MOV submitted MOV
recognition/ speakership enhance practice share knowledge
in a webinar and other
training/ seminar/
as evidenced by and to enhance
workshop the submitted
MOV
practice as
evidenced by the
3.50% 0
3. Any proof of
participation to a submitted MOV
benchmarking activity
Any proof of
participation in school
LAC sessions
(online/face-to-face)
certified by the LAC #DIV/0! #DIV/0!
Coordinator
4Others (please specify
and provide annotations)
 4Others (please specify
and provide annotations)

Timeliness Participated in Participated in Participated in Participated in No acceptable

professional professional professional professional evidence was
networks to share networks to share networks to networks to share shown
knowledge and to knowledge and to share knowledge knowledge and to
enhance practice enhance practice and to enhance enhance practice in
across 4 quarters across 3 quarters practice across 2 only 1 quarter
quarters
3.50% 0

14. Developed a 1. Certification Quality Updated Discussed Set professional Accomplished the No acceptable
personal from the ICT professional progress on development e-SAT at the evidence was
Coordinator / development professional goals based on e- beginning of the shown
improvement goals during Phase development SAT results as school year as
plan based on School Head / II of the RPMS goals with the evidenced by evidenced by
reflection of Focal Person in Cycle as rater during the MOV 2 MOV 1
charge of eSAT
one’s practice 2. IPCRF-DP
evidenced by
MOV 4
mid-year review
as evidenced by
2.33% 0
and ongoing 3. Mid-year MOV 3
professional Review Form (MRF)
learning. (PPST 4. Updated
7.4.2) IPCRF-DP from
Phase II
Efficiency Submitted 4 Submitted 3 Submitted 2
acceptable MOVs acceptable MOVs acceptable
Submitted 1
acceptable MOV
No acceptable
evidence was
#DIV/0! #DIV/0!
MOVs shown
2.33% 0
Timeliness All four (4) Three (3) of the Two (2) of the Only one (1) of the No acceptable
submitted MOVs submitted MOVs submitted MOVs submitted evidence was
were were were MOVs was shown
accomplished accomplished accomplished accomplished
within the
prescribed RPMS
within the
prescribed RPMS
within the
prescribed RPMS
within the
prescribed RPMS
2.33% 0
Phase Phase Phase Phase

15. Performed Any one (1) proof of:

● committee
Quality Performed at least Performed at least Performed at Performed at least No acceptable
various related one (1) related one (1) related least one (1) related evidence was
involvement; work work one (1) related work shown
works / activities ● involvement as / activity that / activity that work / activity that
module/learning
that contribute material contributed to the contributed to the / activity that contributed to the
to the writer/validator; teaching-learning teaching-learning contributed to teaching-learning
teachinglearning ● involvement as a process beyond process within the the teaching- process within the
resource the school / learning process class as evidenced
process. person/speaker/learning school / Community within the by the submitted
facilitator in in the Community Learning Center learning MOV
RO/SDO/school-initiated Learning Center (CLC) as evidenced area/department
TV/radio-based
instruction;
(CLC) as by the submitted as evidenced by
● book or journal evidenced by the MOV.
submitted MOV.
the submitted
MOV.
0.67% 0
authorship/ co-
authorship/contributors
hip;
● advisorship/
coordinatorship/
chairpersonship;
● participation in
demonstration teaching;
● participation as
research presenter in a
forum/conference;
● mentoring of pre-
service/inservice
teachers;
Plus Factor ● conducted
research within #DIV/0! #DIV/0!
the rating period; ●
others (please specify)
 research presenter in a
forum/conference;
● mentoring of pre-
service/inservice
teachers;
Efficiency Submitted MOV Submitted MOV Submitted MOV Applied a personal No acceptable
Plus Factor ● conducted
research within that details the that details the that philosophy of evidence was #DIV/0! #DIV/0!
the rating period; ● achieved positive perceived positive shows teaching that is shown
others (please specify) contribution to contribution to considerable learner-centered in
with annotation on how the teaching- the teaching- overlap with, only 1 quarter
it contributed to the learning process, learning process, hence
teachinglearning
as evidenced by as evidenced by significantly
the annotation the annotation affecting the
provided. provided. performance of
the actual
teaching learning
0.67% 0
process.

Timeliness Submitted MOVs Submitted MOVs Submitted MOVs Submitted MOV/s No acceptable
were distributed were distributed were distributed was/were evidence was
across 4 quarters across 3 quarters across 2 quarters completed in only shown
1 quarter
0.67% 0

Total 100% Overall Ratings #DIV/0!

Adjective Ratings #DIV/0!

0 0 0
RATEE RATER APPROVING AUTHORITY
 PART II: COMPETENCIES
Instructions: Please click the checkbox if you demonstrates the following Core Behavior Competencies
CORE BEHAVIORAL COMPETENCIES
Self-Management
1. Sets personal goals and directions, needs and development.
2. Undertakes personal actions and behavior that are clear and purposive and takes into
account personal goals and values congruent to that of the organization.
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals.
4. Prioritizes work tasks and schedules (through Gantt chants, checklists, etc.) to achieve goals.
5. Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics
1. Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical
Standards for Public Officials and Employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking into account the impact of
his/her actions and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality,
good grooming and communication.
4. Makes personal sacrifices to meet the organization’s needs.
5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve
system and help 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.
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.
Teamwork
✘ 1. Willingly does his/her share of responsibility.
2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the
organization.
3. Applies negotiation principles in arriving at win-win agreements.
4. Drives consensus and team ownership of decisions.
5. Works constructively and collaboratively with others and across organizations to accomplish
organization goals and objectives.
Service Orientation
1. Can explain and articulate organizational directions, issues and problems.
2. Takes personal responsibility for dealing with and/or correcting customer service issues and
concerns.
3. Initiates activities that promote advocacy for men and women empowerment.
4. 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. Translates creative thinking into tangible changes and solutions that improve the work unit and
organization.
5. Makes specific changes in the system or in own work methods to improve performance.
5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the
Examples may include doing something better, faster, at a lower cost, more efficiently, or
ability to succeed with minimal resources.
improving quality, customer satisfaction, morale, without setting any specific goal.

CORE SKILLS
Oral Communication Written Communication
1. Follow instruction accurately. 1. Business communication formats used the DepEd.

2. Writes routine correspondence/communications, narrative and descriptivereport based on

2.Expresses self clearly, fluently and articurately. readily available information data with minimal spelling or grammatical error/s (e.g. memos,
minutes, etc.)

3. Secures information from required references (i.e. Directories, schedules, notices, instructions)
3. Uses Appropriate medium for the message.
for specific purposes.

4. Adjust communication styles to others. 4. Self-edits words, numbers, phonetic notation and content, if necessary.

5. Demonstrates clarity, fluency, impact, conciseness and effectiveness in his/her written

5. Guides discussion between and among peers to meet an objectives.
communications.
Computer/ICT Skills OVERALL COMPETENCY RATINGS
1. Prepares basic compositions (e.g.,letters, reports, spreadsheets and graphics presentation
using Word Processing and Excel.

2.Identifies different computer parts, turns the computer on/off, and work on a given task with
CORE BEHAVIORAL
acceptable speed and accuracy and connects computer peripherals (e.g. printers, moderns,
COMPETENCIES 0.00
multimedia projects, etc.)

3. Prepares simple presentation using Powerpoint. CORE SKILLS 0.00

4.Utilizes technologies to: access information to enhance professional productivity, assists in
conducting research and communicate through local and global professional networks.
OVERALL RATINGS 0.00
5. Recommends appropriate and updated technology to enhance productivity and professional
practice.
ADJECTIVE RATING RARELY DEMONSTRATES
Note: These competencies are monitored to inform professional development plans (DepEd Order No. 2, s. 2015, p. 9).

0 0 0
RATEE RATER APPROVING AUTHORITY
 PART III. INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) SUMMARY SHEET
Teacher I-III (Proficient Teacher)
Name of Employee: 0 Name of Rater: 0
Position: 0 Position: 0
Bureau/Center/Service/Division: 0 Date of Review: 12/30/1899
Rating Period: 0 Approving Authority: 0

SUMMARY OF RATING FOR DISCUSSION

Numerical Ratings
KRA Weight per
KRA
Objectives
Weight per
Objective Score Adjectival Rating
Q E T Ave
1 7% 0 0 0.000 0.000 0.000
1. Content 2 7% 0 0 0.000 0.000 0.000
Knowledge and 28%
Pedagogy 3 7% 0 0 0.000 0.000 0.000
4 7% 0 0 0.000 0.000 0.000
5 7% 0 0 0.000 0.000 0.000
2. Learning
Environment & 6 7% 0 0 0.000 0.000 0.000
Diversity of 28%
Learners 7 7% 0 0 0.000 0.000 0.000
8 7% 0 0 0.000 0.000 0.000

3. Curriculum
9 7% 0 0 #DIV/0! #DIV/0! #DIV/0!
Planning &
Assessment and 21% 10 7% 0 0 0.000 0.000 0.000
Reporting
11 7% 0 0 #DIV/0! #DIV/0! #DIV/0!

4. Personal Growth
12 7% 0 0 #DIV/0! #DIV/0! #DIV/0!
and Professional 21% 13 7% 0 0 #DIV/0! #DIV/0! #DIV/0!
Development
14 7% 0 0 0 #DIV/0! #DIV/0! #DIV/0!

Plus Factor 2% 15 2% 0 0 0 #DIV/0! #DIV/0! #DIV/0!

FINAL PERFORMANCE Final Rating #DIV/0!

RESULTS
Accomplishments of KRAs and Objectives
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:

0 0 0
RATEE RATER APPROVING AUTHORITY