Republic of the Philippines

Department of Education

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW

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

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

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

Encoding Sheet-Proficient & Encoding Sheet-Highly Proficient

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

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

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

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

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

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

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

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

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

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

2. Click Enable editing when a prompt appears.

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

4. Click Update when a prompt appears.

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

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

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

3. Double check if all ratings in the necessary Q columns are filled in on both the Enco
NOTE of and follow the instructions found on the right side of some objectives. Ensure th
Ratings reflect on the space at the bottom of the sheet.

C. Accomplishing the Competencies Part of the IPCRF

1. Open the IPCRF-Part 2 sheet to begin encoding.

2. Input the number of competency indicators (1, 2, 3, 4, or 5) for each of the 6 catego
Competencies that you have demonstrated during the performance cycle.

D. Preparing the Development Plans

1. Open the IPCRF-Part 4 sheet to begin encoding.
2. Encode your strengths and development needs for both the Functional Competenc
the Core Behavioral Competencies (in Part II).

3. Input your corresponding action plan (including the Learning Objectives and Interve
needed.

E. Submitting IPCRF Parts I-IV to your Rater

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

E. Submitting IPCRF Parts I-IV to your Rater

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

T1-T3?
Begin.

Developed by:

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

T AND REVIEW FORM

Performance Commitment and Review Form

to assist Teachers/Ratees in the preparation of
e Commitment and Review Form (IPCRF) and
ase, accomplished IPCRF with computed final
hered using this tool will help the Rater in
ntions.
V are accomplished, the teacher should print
d assessment.

cel Workbook has 11 viewable sheets:

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

et. NO MORE EDITING IS ALLOWED ON THIS SHEET.

encode the results of the assessment of your core

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

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

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

mpletely unlocked. Use this sheet to encode your

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

then click Begin at the bottom to start.

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

ou have been observed, and/or Ratings for the

tives. The Sheet computes for the transmuted RPMS
he ratings that you encoded (e.g., from at least 1
upp Material/TRF, you just need to encode the ratings
nk. Input the Q ratings for the other objectives. Note
e cannot be blank.

n on both the Encoding Sheet, and IPCRF-Part 3. Take

bjectives. Ensure that Final Numerical and Adjectival

each of the 6 categories of Core Behavioral

cle.

ctional Competencies (RPMS Objectives in Part I) and

jectives and Interventions), timeline, and resources

he required number of copies. Submit these to your

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

he required number of copies. Submit these to your

validation of the IPCRF between the Ratee and the

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

Name of Employee: IRENE G. CATUBIG Name of Rater:

Position: TEACHER I Position:
Bureau/Center/Service/DivDEPED SOUTHERN LEYTE Date of Review:
Rating Period: SY 2021-2022 (August 2021-July 2022)

COT/Supp
Weight Material/TRF 1
Weight per COT Indicator No.
KRA Objectives per
KRA (Set)
Objective RPMS 5-pt
Rating
Scale
Objective 1 5% 1 7 5
Objective 2 5%
KRA 1 20%
Objective 3 5% 2 7 5
Objective 4 5% 3 7 5
Objective 5 5% 4 7 5
Objective 6 5% 5 7 5
SET A
(Supp Material) 5 5
Objective 7 5% 6
KRA 2 20%
SET B (COT) 0
SET A
(Supp Material) 5 5
Objective 8 5% 7
SET B (COT) 0
SET A (COT) 0
Objective 9 5% 8
SET B (TRF) 5 5
SET A (COT) 0
KRA 3 20% Objective 10 5% 9
SET B (TRF) 5 5
Objective 11 5%
Objective 12 5%
Objective 13 5%
Objective 14 5%
Objective 15 5%
KRA 4 30%
Objective 16 5%
Objective 17 5%
Objective 18 5%
KRA 5 10% Objective 19 10%
Final Rating
Adjectival Rating

IRENE G. CATUBIG SYBIL S. TELEN

Ratee Rater
EW FORM (IPCRF) ENCODING SHEET
Teacher)

ater: SYBIL S. TELEN

MT - III
view: July 14, 2022

COT/Supp
Numerical Ratings
Material/TRF 2
Score
RPMS 5-pt
Rating Q E T Ave
Scale
7 5 5 5.000 0.250
5 5.000 0.250
7 5 5 5.000 0.250
7 5 5 5.000 0.250
7 5 5 5.000 0.250
7 5 5 5.000 0.250
5 5 5 5.000 0.250
0 0.000 0.000
5 5 5 5.000 0.250
0 0.000 0.000
0 0.000 0.000
5 5 5 5.000 0.250
0 0.000 0.000
5 5 5 5.000 0.250
4 4.000 0.200
0.000 0.000
5 5.000 0.250
4 4.000 0.200
5 5.000 0.250
4 4.000 0.200
5 5.000 0.250
4 4.000 0.200
4 4.000 0.400
4.450
Very Satisfactory

CONRADO M. TERANTE
Approving Authority
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR TEACHERS I-III

Name of Employee: IRENE G. CATUBIG Name of Rater: SYBIL S. TELEN

Position: TEACHER I Position: MT - III
Bureau/Center/Service/Division: DEPED SOUTHERN LEYTE Date of Review: July 14, 2022
Rating Period: SY 2021-2022 (August 2021-July 2022)

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

PERFORMANCE INDICATORS
WEIGHT ACTUAL Rating
MFO KRAS OBJECTIVES TIMELINE QET Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor SCORE
PER KRA RESULTS (Quality)
5 4 3 2 1
1. Content 1. Applied SY 2021- 20% Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated
Level 7 in
5 0.250
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 evidence forms.
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 rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT
Filipino and sheets/inter- sheets/inter- sheets/inter- sheets/inter- 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 forms
and learning. acceptable 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 rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT
strategies to sheets/inter- sheets/inter- sheets/inter- sheets/inter- 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- 20% Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demostrated Level Demonstrated
Level 7 in
5 0.250
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 rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT
environments to sheets/inter- sheets/inter- sheets/inter- sheets/inter- 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 forms
consistent evidence was
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 rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT
promote fairness, sheets/inter- sheets/inter- sheets/inter- sheets/inter- 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 forms
learning. evidence was
shown.
7. Maintained SY 2021- Quality Provided effective and Provided effective Provided an effective Provided learning No acceptable Provided
effective and
5 0.250
learning 2022 (SET A) varying learning learning opportunities learning opportunity opportunity/ies that evidence was shown
opportunities that are that are well-aligned that is well-aligned is/are partially aligned varying learning
environments that opportunities
nurture and well-aligned with the with the learning goals with the learning goals with the learning goals
that are well-
learning goals and and engage learners and engage learners and only somehow
inspire learners to aligned with the
feature all elements of to participate, to participate, engage/s learners to learning goals
participate, collaborative learning cooperate, and/or cooperate, and/or participate, cooperate and feature all
cooperate and as shown in the collaborate in collaborate in and/or collaborate in elements of
collaborate in submitted learning continued learning as continued learning as continued learning as collaborative
continued material. shown in the shown in the shown in the learning as
learning. submitted learning submitted learning submitted learning shown in the
material. material. material. submitted
learning
material.

Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demostrated Level #N/A
0 0.000
(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
shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating
sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter-
observer agreement observer agreement observer agreement observer agreement agreement forms
forms forms forms forms OR No acceptable
evidence was
shown.
 8. Applied a SY 2021- Quality Applied effective Applied effective Applied an effective Applied teaching No acceptable Applied effective
teaching
5 0.250
range of 2022 (SET A) teaching strategies teaching strategies teaching strategy strategy/ies that evidence was
strategies that
successful that are well-aligned that are well-aligned that is well-aligned is/are partially shown are well-aligned
strategies that with the learning with the learning with the learning aligned with the with the learning
maintain learning goals and goals and goal/s and learning goal/s and goals and
environments to successfully successfully successfully only somehow successfully
motivate
motivate learners motivate learners to motivate learners to motivates learners motivate/s learners learners to
to work monitor and work productively by to work productively to work productively monitor and
productively by evaluate their own assuming by assuming by assuming evaluate their
assuming learning as shown in responsibility for responsibility for responsibility for own learning as
shown in the
responsibility for the submitted their own learning their own learning their own learning
submitted
their own learning material. as shown in the as shown in the as shown in the learning
learning. submitted learning submitted learning submitted learning material.
material. material. material.

Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level #N/A
0 0.000
(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
shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating
sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter-
observer agreement observer agreement observer agreement observer agreement observer agreement
forms forms forms forms forms OR No
acceptable evidence
was shown
3. Diversity of 9. Designed, SY 2021- 20% Quality Demostrated Level Demostrated Level Demostrated Level Demostrated Level Demostrated Level #N/A
0 0.000
Learners, adapted and 2022 (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 rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating
Planning & teaching sheets/inter- sheets/inter- sheets/inter- sheets/inter- 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 evidence
disabilities, was shown
giftednedness Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level 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 rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating
teaching sheets/inter- sheets/inter- sheets/inter- sheets/inter- 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 evidence
from indigenous was shown
groups
Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated
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
11. Adapted and SY 2021- Quality Evaluated the Monitored progress Completed the Planned for the No acceptable Monitored
progress of the
4 0.200
implemented 2022 adapted/contextuali of the adapted/ implementation of implementation of evidence was
adapted/
learning programs zed learning contextualized the adapted/ the shown contextualized
that ensure program as learning program contextualized adapted/contextuali learning program
relevance and evidenced by MOV while being learning program as zed existing learning while being
responsiveness to No.1 implemented as evidence by MOV program as implemented as
evidence by
the needs of all evidence by MOV No. 3 evidenced by MOV MOV No. 2
learners No. 2 No. 4

12. Utilized SY 2021- Quality Implemented a Developed materials Planned for a Analyzed learners' No acceptable #N/A
0 0.000
assessment data 2022 teaching and based on learners' teaching and mastered skills evidence was
to inform the learning assessment data as learning strategy based on the shown
modification of strategy/program evidenced by a list and/or program frequency of errors
teaching and using materials of identified based on learners' and correct
learning practices based on learners' least/most mastered assessment data as responses as
and programs assessment data as skills with evidenced by a list evidenced by a list
evidenced by a list supporting MOV of identified of identified
of identified No.2 least/most mastered least/most mastered
least/most mastered skills with skills
skills with supporting MOV
supporting MOV No. No.3
1
4. Community 13. Maintained SY 2021- 30% Quality Collaborated with Planned with the Conducted a Communicated with No acceptable Collaborated
with the
5 0.250
Linkages and learning 2022 the community community consultative meeting the community evidence was
community
Professional environments that stakeholder in the stakeholders, a with the community stakeholders about shown stakeholder in
Engagement & are responsive to implementation/ program, project, stakeholders on a a program, project, the
Personal Growth community completion of a and/or activity that program, project, and/or activity that implementation/
contexts program/project, maintains a learning and/or activity that maintains a learning completion of a
and Professional program/project,
and/or activity that environment maintains a learning environment
Development maintains a learning responsive to the environment responsive to the
and/or activity
that maintains a
environment community contexts responsive to the community contexts learning
responsive to the as evidenced y community contexts as evidenced by environment
responsive to
community contexts MOV No.2 as evidenced by MOV No. 4
the community
as evidenced by MOV 3 contexts as
MOV No.1 evidenced by
MOV No.1

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 Sustained
engagement
5 0.250
with and 2022 engagement with learners, learners, policies and evidence was
with the
implemented the learners, parents/guardians, parents/guardians, procedures without shown learners,
school policies parents/guardians and other and other communicating and parents/guardian
and procedures and other stakeholders the stakeholders the consulting the s and other
consistently to stakeholders implemented school implemented school learners, stakeholders
regarding school
foster harmonious regarding school policies and policies and parents/guardians policies and
relationships with policies and procedures as procedures as and other procedures
learners, parents procedures through evidenced by MOV evidenced by MOV stakeholders through school-
and other school-community No.2 No.3 community
partnership/s as
stakeholders partnership/s as
evidenced by
evidenced by MOV MOV No.1
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 the
teaching that is lesson plan in all the lesson plan in two lesson plan in one is reflected but was lesson plan in
learner-centered components of components of component of poorly used as basis two components
instruction in the instruction in the instruction in the for of instruction in
the lesson plan
lesson plan to lesson plan to lesson plan to planning/designing to improve
improve student improve student improve student the lesson student learning
learning learning learning

Exhibited dignity
17. Adopted SY 2021- Quality Exhibited dignity of Exhibited dignity of Adopted practices Adopted a practice No acceptable
of teaching as a
5 0.250
practices that 2022 teaching as a teaching as a that uphold the that uphold the evidence was
profession by
uphold the dignity profession by profession by dignity of teaching dignity of teaching shown exhibiting
of teaching as a exhibiting qualities exhibiting qualities as a profession by as a profession by qualities such as
profession by such as caring such as caring exhibiting qualities exhibiting qualities caring attitude,
exhibiting attitude, respect and attitude, respect and such as caring such as caring respect and
integrity with
qualities such as integrity with integrity with attitude, respect and attitude, respect and affirmation from
caring attitude, affirmation from affirmation from any dignity as evidenced dignity as evidenced different school
respect and different school school stakeholder by at least 2 MOV by one MOV No.2 stakeholders as
integrity. stakeholders as as evidenced by No.2 evidenced by at
least two MOV
evidenced by at one MOV No.1
No.1
least two MOV No.1
 18. Set SY 2021- Quality Updated Discussed progress Set professional Accomplished the e- No acceptable Discussed
progress on
4 0.200
professional 2022 professional on professional development goals SAT at the evidence was
professional
devleopment development goals development goals based on e-SAT beginning of the shown development
goals based on during Phase II of with the rater during results as evidenced school year as goals with the
the Philippine the RPMS Cycle as the Mid-year Review by MOV No.3 evidenced by MOV rater during the
Professional evidenced by MOV as evidenced by No.4 Mid-year Review
as evidenced by
Standars for No.1 MOV No.2 MOV No.2
Teachers

5. Plus Factor 19. Performed SY 2021- 10% Quality Performed at least 1 Performed at least 1 Performed at least 1 Performed at least 1 No acceptable Performed at
least 1 related
4 0.400
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 the that contribute to the that contribute to the that contributed to shown contribute to the
that contribute to teaching-lerning teaching-lerning teaching-lerning the teaching- teaching-lerning
the teaching- process beyond the process within the process within the learning process process within
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

IRENE G. CATUBIG SYBIL S. TELEN CONRADO M. TERANTE

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

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

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

3. Displays emotional maturity and enthusiasm for and is challenged by higher goals.
4 3. Applies negotiation principles in arriving at win-win agreements.
4
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.
4 3. Initiates activities that promote advocacy for men and women empowerment.
4
4. Participates in updating office vision, mission, mandates and strategies based on DepEd strategies and
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.
3 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions. 3
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 S
Teacher I-III (Proficient Teacher)

Name of Employee: IRENE G. CATUBIG Name of Rater:

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

Weight per Weight per Numerical Ratings

KRA Objectives
KRA Objective Q E T
Objective 1 5% 5
Objective 2 5% 5
KRA 1 20%
Objective 3 5% 5
Objective 4 5% 5
Objective 5 5% 5
Objective 6 5% 5
KRA 2 20%
Objective 7 5% 5
Objective 8 5% 5
Objective 9 5% 5
Objective 10 5% 5
KRA 3 20%
Objective 11 5% 4
Objective 12 5% 0
Objective 13 5% 5
Objective 14 5% 4
Objective 15 5% 5
KRA 4 30%
Objective 16 5% 4
Objective 17 5% 5
Objective 18 5% 4
KRA 5 10% Objective 19 10% 4
 Final Ratin
Adjectival Ratin

IRENE G. CATUBIG SYBIL S. TELEN

Ratee Rater
RF) SUMMARY SHEET

SYBIL S. TELEN
MT - III
July 14, 2022

cal Ratings
Score
Ave
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
5.000 0.250
4.000 0.200
0.000 0.000
5.000 0.250
4.000 0.200
5.000 0.250
4.000 0.200
5.000 0.250
4.000 0.200
4.000 0.400
 Final Rating 4.450
Adjectival Rating Very Satisfactory

CONRADO M. TERANTE
Approving Authority
 PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies
1. Applied knowledge of 1. Designed, adapted and 1. To acquire ways on 1. Attend Training, Do research Year-round MOOE funds, Personal funds,
content within and across implemented teaching curriculum integration of 2. Other Sources of funds
curriculum teaching areas. strategies that are responsive content Do further research, Practice in
2. Used research-based to learners with disabilities, 2. To enhance skills on front of the mirror
knowledge and principles of giftedness and talents. teaching strategies 3. Study
teaching and learning to 2. Adapted and 3. To accomplish IPCRF- the PPST and Revisit during
enhance professional practice. used culturally appropriate Development Plans mid-year and year-end if the
3. Displayed proficient use of teaching strategies to address plans are accomplished
Mother Tongue, Filipino and the needs of learners from
English to facilitate teaching and indigenous groups.
learning. 3. Adapted and
implemented learning
programs that ensure
relevance and responsiveness
to the needs of all learners.

B. Core Behavioral Competencies

1. Demonstrates an ability to think 1. Delivers error-free outputs most of the
time by conforming to standard operating
1. To acquire ways on 1. Attend Training, Do Year-round MOOE funds, Personal
“beyond the box”. Continuously procedures correctly and consistently. Able curriculum integration of research funds, Other Sources of
focuses on improving personal content
productivity to create higher value
to produce very satisfactory quality work in
terms of usefulness/acceptability and
2. Do further funds
2. To enhance skills on research, Practice in front of
and results. 2. Promotes a completeness with no supervision
creative climate and inspires co- required. teaching strategies the mirror
workers to develop original ideas
2. Expresses a desire to do better and may 3. To accomplish IPCRF- 3. Study the
express frustration at
or solutions. 3. Uses ingenious Development Plans
waste or inefficiency. May focus on new or PPST and Revisit during mid-
methods to accomplish more precise ways of meeting goals set.
responsibilities. Demonstrates 3. Makes specific changes in the system or year and year-end if the
resourcefulness and the ability to
in own work methods to improve
performance. Examples may include doing
plans are accomplished
succeed with minimal resources. something better, faster, at a lower cost,
more efficiently, or improving quality,
customer satisfaction, morale, without
setting any specific goal.

Feedback:
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IRENE G. CATUBIG SYBIL S. TELEN CONRADO M. TERANTE

RATEE RATER APPROVING AUTHORITY