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 3-Proficient & IPCRF-Part 3-Highly Proficient

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.
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

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

cel Workbook has 11 viewable sheets:

t
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
le 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
he 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
ent 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
e ratings that you encoded (e.g., from at least 1
upp Material/TRF, you just need to encode the ratings
k. Input the Q ratings for the other objectives. Note
e cannot be blank.
n on both the Encoding Sheet, and IPCRF-Part 3. Take
jectives. Ensure that Final Numerical and Adjectival

ach 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

alidation of the IPCRF between the Ratee and the
he required number of copies. Submit these to your
alidation of the IPCRF between the Ratee and the

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

Name of Employee: OMBID, GERALDINE MANA-AY Name of Rater:

Position: TEACHER I Position:
Bureau/Center/Service/DivisionDEPED AGUSAN DEL SUR 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.
KRA Weight per KRA Objectives per
(Set)
Objective COT RPMS 5-pt COT
Rating Scale Rating
Objective 1 5% 1 6 4 7
Objective 2 5%
KRA 1 20%
Objective 3 5% 2 7 5 6
Objective 4 5% 3 6 4 6
Objective 5 5% 4 6 4 6
Objective 6 5% 5 6 4 7
SET A
(Supp 4 4
Objective 7 5% 6
KRA 2 20% Material)
SET B (COT) 0
SET A
(Supp 4 3
Objective 8 5% 7
Material)
SET B (COT) 0
SET A (COT) 4 2 4
Objective 9 5% 8
SET B (TRF)
SET A (COT) 4 2 3
KRA 3 20% Objective 10 5% 9
SET B (TRF)
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

OMBID, GERALDINE MANA-AY JONBERT H. COGUIT

Ratee Rater
VIEW FORM (IPCRF) ENCODING SHEET
nt Teacher)

JONBERT H. COGUIT
TEACHER IN- CHARGE
July 8, 2022

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

3 4 4.000 0.200

0 0.000 0.000
2 2 2.000 0.100
0.000 0.000
1 2 2.000 0.100
0.000 0.000
4 4.000 0.200
4 4.000 0.200
4 4.000 0.200
3 3.000 0.150
4 4.000 0.200
4 4.000 0.200
3 3.000 0.150
4 4.000 0.200
4 4.000 0.400
3.850
Very Satisfactory

MINERVA T. ALBIS Ph.D

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

Name of Employee: OMBID, GERALDINE MANA-AY Name of Rater: JONBERT H. COGUIT

Position: TEACHER I Position: TEACHER IN- CHARGE
Bureau/Center/Service/Division: DEPED AGUSAN DEL SUR Date of Review: July 8, 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 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
20% Quality
1. Applied SY 2021- 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
agreement
acceptable evidence forms.
was shown.
Basic Education Services

2. Used SY 2021- Quality Used research- Used research- Used research- Use of research- No acceptable Used research-
4 0.200
research-based 2022 based knowledge based knowledge based knowledge based knowledge evidence was based
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
teaching and components of components of components of learning is identified two
learning to instruction in the instruction in the instruction in the but was poorly used components of
instruction in the
enhance lesson plan to lesson plan to lesson plan to as basis for lesson plan to
professional improve student improve student improve student planning/designing improve student
practice. learning learning learning the lesson learning
 3. Displayed SY 2021- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated
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 Level 7 in
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
and learning. acceptable evidence forms
was shown.

4. Used effective SY 2021- Quality Demostrated Level Demostrated Level Demostrated Level Demostrated Level Demostrated Level Demostrated
4 0.200
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 Level 6 in
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
20%
5. Established SY 2021- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demostrated Level Demonstrated
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 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
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
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 Level 7 in
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
learning. evidence was forms
shown.

7. Maintained SY 2021- Quality Provided effective Provided effective Provided an Provided learning No acceptable Provided
4 0.200
learning 2022 (SET A) and varying learning learning effective learning opportunity/ies that evidence was effective
learning
environments that opportunities that opportunities that opportunity that is is/are partially shown opportunities
nurture and are well-aligned with are well-aligned with well-aligned with the aligned with the that are well-
inspire learners to the learning goals the learning goals learning goals and learning goals and aligned with the
participate, and feature all and engage engage learners to only somehow learning goals
and engage
cooperate and elements of learners to participate, engage/s learners to learners to
collaborate in collaborative participate, cooperate, and/or participate, participate,
continued learning as shown in cooperate, and/or collaborate in cooperate and/or cooperate,
learning. the submitted collaborate in continued learning collaborate in and/or
collaborate in
learning material. continued learning as shown in the continued learning
continued
as shown in the submitted learning as shown in the learning as
submitted learning material. submitted learning shown in the
material. material. submitted
learning
material.

#N/A
Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demostrated Level 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
4 0.200
range of 2022 (SET A) teaching strategies teaching strategies teaching strategy strategy/ies that evidence was teaching
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 work
to work monitor and work productively by to work productively to work productively productively by
productively by evaluate their own assuming by assuming by assuming assuming
assuming learning as shown in responsibility for responsibility for responsibility for responsibility for
their own
responsibility for the submitted their own learning their own learning their own learning
learning as
their own learning material. as shown in the as shown in the as shown in the shown in the
learning. submitted learning submitted learning submitted learning submitted
material. material. material. learning
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 Demostrated
Level 4 in
2 0.100
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
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 shown in COT
Planning & teaching sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter- rating
Assessment and strategies that are observer agreement observer agreement observer agreement observer agreement observer agreement sheets/inter-
Reporting responsive to forms forms forms forms forms OR No observer
agreement
learners with acceptable evidence forms
disabilities, was shown
giftednedness
and talents
Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level #N/A
0 0.000
(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

Demostrated
10. Adapted and SY 2021- Quality Demostrated Level Demostrated Level Demostrated Level Demostrated Level Demostrated Level
Level 4 in
2 0.100
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
Objective 10 as
appropriate shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT
teaching sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter- rating
strategies to observer agreement observer agreement observer agreement observer agreement observer agreement sheets/inter-
address the forms forms forms forms forms OR No observer
agreement
needs of learners acceptable evidence forms
from indigenous was shown
groups

Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level #N/A
0 0.000
(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
11. Adapted and SY 2021- Quality Evaluated the Monitored progress Completed the Planned for the No acceptable Monitored
4 0.200
implemented 2022 adapted/contextuali of the adapted/ implementation of implementation of evidence was progress of the
adapted/
learning programs zed learning contextualized the adapted/ the shown contextualized
that ensure program as learning program contextualized adapted/contextuali learning
relevance and evidenced by MOV while being learning program as zed existing learning program while
responsiveness to No.1 implemented as evidence by MOV program as being
implemented as
the needs of all evidence by MOV No. 3 evidenced by MOV evidence by
learners No. 2 No. 4 MOV No. 2

12. Utilized SY 2021- Quality Implemented a Developed materials Planned for a Analyzed learners' No acceptable Developed
4 0.200
assessment data 2022 teaching and based on learners' teaching and mastered skills evidence was materials based
on learners'
to inform the learning assessment data as learning strategy based on the shown assessment
modification of strategy/program evidenced by a list and/or program frequency of errors data as
teaching and using materials of identified based on learners' and correct evidenced by a
learning practices based on learners' least/most mastered assessment data as responses as list of identified
least/most
and programs assessment data as skills with evidenced by a list evidenced by a list mastered skills
evidenced by a list supporting MOV of identified of identified with supporting
of identified No.2 least/most mastered least/most mastered MOV No.2
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 Planned with the
community
4 0.200
Linkages and learning 2022 the community community consultative meeting the community evidence was
stakeholders, a
Professional environments that stakeholder in the stakeholders, a with the community stakeholders about shown program,
Engagement & are responsive to implementation/ program, project, stakeholders on a a program, project, project, and/or
Personal Growth community completion of a and/or activity that program, project, and/or activity that activity that
contexts program/project, maintains a learning and/or activity that maintains a learning maintains a
and Professional learning
and/or activity that environment maintains a learning environment
Development maintains a learning responsive to the environment responsive to the
environment
responsive to
environment community contexts responsive to the community contexts the community
responsive to the as evidenced y community contexts as evidenced by contexts as
evidenced y
community contexts MOV No.2 as evidenced by MOV No. 4
MOV No.2
as evidenced by MOV 3
MOV No.1

14. Reviewed SY 2021- Quality Exhibited an Exhibited an Reviewed personal Prticipated in the No acceptable Reviewed
3 0.150
regularly personal 2022 improved practice improved practice teaching practices review of personal evidence was personal
teaching
teaching practice through one's through a teaching using laws and teaching practices shown practices using
using existing teaching as impact material as impact regulations that using laws and laws and
laws and of regularly of regularly apply to the regulations that regulations that
regulations that reviewing one's reviewing one's profession and the apply to the apply to the
profession and
apply to the teaching practice/s teaching practice/s responsibilities in profession and the the
teaching using laws and using laws and the Code of Ethics responsibilities in responsibilities
profession and regulations that regulations that for Professional the Code of Ethics in the Code of
the apply to the apply to the Teachers in 4 for Professional Ethics for
Professional
responsibilities profession and the profession and the quarters with Teachers in 4
Teachers in 4
specified in the responsibilities in responsibilities in reflection outputs quarters as quarters with
Code of Ethics for the Code of Ethics the Code of Ethics as evidenced by evidenced by MOV reflection
Professional for Professional for Professional MOV No.3 No.4 outputs as
Teachers Teachers as Teachers as evidenced by
MOV No.3
evidenced by MOV evidenced by MOV
No.1 No.2
15. Complied SY 2021- Quality Sustained Discussed with Communicated with Implemented school No acceptable Discussed with
4 0.200
with and 2022 engagement with learners, learners, policies and evidence was learners,
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-
4 0.200
personal 2022 centered teaching centered teaching centered teaching learner-centered evidence was centered
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 basis in two
instruction in the instruction in the instruction in the 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
3 0.150
practices that 2022 teaching as a teaching as a that uphold the that uphold the evidence was practices that
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 Discussed
4 0.200
professional 2022 professional on professional development goals SAT at the evidence was progress on
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 3.850

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

OMBID, GERALDINE MANA-AY JONBERT H. COGUIT MINERVA T. ALBIS Ph.D

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

1. Sets personal goals and directions, needs and development. 1. Willingly does his/her share of responsibility.
2. Undertakes personal actions and behavior that are clear and purposive and takes into account personal 2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the
goals and values congruent to that of the organization. organization.

3. Displays emotional maturity and enthusiasm for and is challenged by higher goals.
3 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.
3
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.
4 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)

Name of Employee: OMBID, GERALDINE MANA-AY Name of Rater: JONBERT H. COGUIT

Position: TEACHER I Position: TEACHER IN- CHARGE
Bureau/Center/Service/Division: DEPED AGUSAN DEL SUR Date of Review: July 8, 2022
Rating Period: SY 2021-2022 (August 2021-July 2022)

Weight per Weight per Numerical Ratings

KRA Objectives Score
KRA Objective Q E T Ave
Objective 1 5% 5 5.000 0.250
Objective 2 5% 4 4.000 0.200
KRA 1 20%
Objective 3 5% 5 5.000 0.250
Objective 4 5% 4 4.000 0.200
Objective 5 5% 4 4.000 0.200
Objective 6 5% 5 5.000 0.250
KRA 2 20%
Objective 7 5% 4 4.000 0.200
Objective 8 5% 4 4.000 0.200
Objective 9 5% 2 2.000 0.100
Objective 10 5% 2 2.000 0.100
KRA 3 20%
Objective 11 5% 4 4.000 0.200
Objective 12 5% 4 4.000 0.200
Objective 13 5% 4 4.000 0.200
Objective 14 5% 3 3.000 0.150
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% 4 4.000 0.200
KRA 5 10% Objective 19 10% 4 4.000 0.400
Final Rating 3.850
Adjectival Rating Very Satisfactory

OMBID, GERALDINE MANA-AY JONBERT H. COGUIT MINERVA T. ALBIS Ph.D

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
KRA 1: Objectived 3: Applied a KRA 3: CURRICULUM AND Trainings and Seminars that Participate training and Semestral Break Learning and Development
range of teaching strategies to PLANNING can give more knowledge on seminars Team
develop critical and creative Objective 7: Planned, managed the teaching learning process
thinking, as well as other higher and implemented Principal, Master Teachers,
- order thinking skills. developmentally sequenced Head Teacher
teaching and learning
processes to meet curriculum Local Funds/MOOE
requirements and varied
teaching contexts.

B. Core Behavioral Competencies

Practices ethical and Examining root of cause of a Translates creative thinking Conduct community based Year-round Learning and Development
professional behavior and problem and suggesting into tangible changes and activity Team
conduct taking into account effective solution. solutions that improve the
the impact of his/her actions work unit and organization. Master Teachers, Head
and decisions. Teacher

Local Funds/ MOOE

Feedback: To be an effective teacher, attend seminars and trainings conducted by the DepEd and enroll Master's Degree
OMBID, GERALDINE MANA-AY JONBERT H. COGUIT MINERVA T. ALBIS Ph.D
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%
Objective 3 5% 2 0 0 #DIV/0!
Objective 4 5% 3 0 0 #DIV/0!
Objective 5 5% 4 0 0 #DIV/0!
Objective 6 5% 5 0 0 #DIV/0!
KRA 2 20%
Objective 7 5% #DIV/0!
Objective 8 5% #DIV/0!
SET A (COT) 0 0 #DIV/0!
Objective 9 5% 6
SET B (TRF) #DIV/0!
SET A (COT) 0 0 #DIV/0!
KRA 3 20% Objective 10 5% 7
SET B (TRF) #DIV/0!
Objective 11 5%
Objective 12 5%
Objective 13 5%
Objective 14 5%
Objective 15 5%
KRA 4 30%
Objective 16 5%
Objective 17 5%
KRA 4 30%

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

0 0
Ratee Rater Approving Au
EET

ical Ratings Score

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

Approving Authority
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR MASTER TEACHERS I-IV

Name of Employee: 0 Name of Rater: 0

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

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

PERFORMANCE INDICATORS
WEIGHT 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. Modelled 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!
#DIV/0!
Knowledge and effective 2022 Objective 1 as Objective 1 as Objective 1 as Objective 1 as Objective 1 as
Pedagogy applications of shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
content rating sheets rating sheets rating sheets rating sheets rating sheets OR No
knowledge within acceptable evidence
and across was shown.
curriculum
teaching areas.
Basic Education Services

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

4. Displayed a 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! #DIV/0!
wide range of 2022 Objective 4 as Objective 4 as Objective 4 as Objective 4 as Objective 4 as
effective verbal and shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
non-verbal rating sheets rating sheets rating sheets rating sheets rating sheets OR No
classroom
acceptable evidence
communicatio n
strategies to
was shown.
support learner
understanding,
participation,
engagement and
achievement

20% Quality #DIV/0! #DIV/0!

2. Learning 5. 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!
Environment effective 2022 Objective 5 as Objective 5 as Objective 5 as Objective 5 as Objective 5 as
strategies that shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
ensure safe and rating sheets rating sheets rating sheets rating sheets rating sheets OR No
secure learning acceptable evidence
environments to was shown.
enhance learning
through the
consistent
implementation of
policies,
guidelines and
procedures
6. Exhibited 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! #DIV/0!
effective practices 2022 Objective 6 as Objective 6 as Objective 6 as Objective 6 as Objective 6 as
to foster learning shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
environments that rating sheets rating sheets rating sheets rating sheets rating sheets OR No
promote fairness, acceptable evidence
respect and care was shown.
to encourage
learning

7. Worked with SY 2021- Quality Modelled varying Modelled varying Modelled effective Modelled an No acceptable #DIV/0!
#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 in cooperate, and/or cooperate, and/or
inspire learners to strengths and value 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
 8. Modelled SY 2021- Quality Modelled and Modelled and Modelled and Modelled and No acceptable #DIV/0!
#DIV/0! #DIV/0!
successful 2022 discussed with discussed with discussed with discussed with evidence was
strategies and colleagues effective colleagues colleagues varied colleagues a shown
supported strategies that consistent teaching practices teaching practice
colleagues in reflect modifications application of that successfully that successfully
promoting in teaching practices teaching practices motivate learners to motivate learners to
learning to sustain learner that successfully work productively by work productively by
environments that motivation in motivate learners to assuming assuming
effectively monitoring and monitor and responsibility for responsibility for
motivate learners evaluating their own evaluate their own their own learning their own learning
to work learning as shown in learning as shown in as shown in the as shown in the
productively by the submitted the submitted submitted learning submitted learning
assuming learning material learning material material material
responsibility for
their own learning

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!
#DIV/0!
Learners, colleagues to 2022 (SET A) Objective 9 as Objective 9 as Objective 9 as Objective 9 as Objective 9 as
Curriculum and design, adapt and shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
Planning & implement rating sheets rating sheets rating sheets rating sheets rating sheets OR No
Assessment and teaching acceptable evidence
Reporting strategies that are was shown.
responsive to
learners with
disabilities,
giftedness and
talents
Planning & implement
Assessment and teaching
Reporting strategies that are
responsive to
learners with
disabilities, Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level #DIV/0!
#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

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! #DIV/0!
and applied 2022 (SET A) Objective 10 as Objective 10 as Objective 10 as Objective 10 as Objective 10 as
teaching shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
strategies to rating sheets rating sheets rating sheets rating sheets rating sheets OR No
address acceptable evidence
effectively the was shown.
needs of learners
from indigenous
groups

Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level #DIV/0!
#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
11. Worked SY 2021- Quality Worked with Worked with Worked with Evaluated the No acceptable #N/A
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

12. Worked SY 2021- Quality Evaluated activities Implemented Explored Planned activities No acceptable #N/A
0 0.000
collaboratively 2022 with colleagues by activities with interventions with with colleagues to evidence was
with colleagues to looking for key colleagues to colleagues to address the use of shown
analyze and success indicators address the use of address utilization of assessment data to
utilize (p. 14, DO 35, s. assessment data to assessment data modify practices
assessment data 2016) as evidenced modify practices which could be in and/or programs as
to modify by the submitted and/or programs as the form of learning evidenced by the
practices and MOV evidenced by the materials, submitted MOV
programs to submitted MOV instructional
further support materials,
learner progress equipment,
and achievement strategies in
teaching, modality in
teaching, program,
etc. (p. 9, DO 35, s.
2016) as evidenced
by the submitted
MOV
 30% Quality 0 0.000
4. Community 13. Reflected on SY 2021- Synthesized the Consulted Conducted FGD Conducted a survey No acceptable #N/A
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
14. Discussed SY 2021- Quality Discussed with Discussed with Discussed with Planned for a No acceptable #N/A
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
15. Exhibited SY 2021- Quality Evaluated with Conducted Discussed with Implemented No acceptable #N/A
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

16. Manifested a SY 2021- Quality Evaluated Implemented Planned for an Demonstrated a No acceptable #N/A
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
17. Identified and SY 2021- Quality Identified and Identified and Identified and Identified personal No acceptable #N/A
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

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

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

ADJECTIVAL RATING EQUIVALENCES
RANGE ADJECTIVAL RATING
4.500-5.000 Outstanding
3.500-4.499 Very Satisfactory
2.500-3.499 Satisfactory
1.500-2.499 Unsatisfactory
Below 1.499 Poor

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

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

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

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

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

5. 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
Rating Period: SY 2021-2022 (August 2021-July 2022)

Weight per Weight per Numerical Ratings

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

B. Core Behavioral Competencies

Feedback:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
_________________________

0 0 0
RATEE RATER APPROVING AUTHORITY