Ipcrf For Teachers

Individual Performance Commitment and Review Form
Name of Employee:
KENT FRANCIS N. LAYAGUIN
Position:
Teacher II
Review Period:
2015 - 2016
Bureau/Center/Service/Division:
MFO
KRAs
OBJECTIVES
TIMELINE
DepEd Davao City

TO BE FILLED DUTRING PLANN
Weight per
KRA
40%
(10%)
MFO
TeachingLearning
Process
Prepared
lesson plans
and daily logs
of activities
including
appropriate
adequate and
updated
instructional
materials with
in the rating
period
KRAs
OBJECTIVES
TIMELINE
Weight per
KRA
(10%)
Facilitated
learning in the
school through
functional
lesson plans,
daily logs and
innovative
teaching
strategies
MFO
KRAs
OBJECTIVES
Initiated
discipline of
students
including
classroom
rules,
guidelines and
individual and
group task with
in the rating
period
TIMELINE
Weight per
KRA
(10%)
guidelines and
individual and
group task with
in the rating
period
Monitored
attendance,
diversity and
appreciation,
safe, positive
and motivating
environment,
overall physical
atmosphere,
cleanliness and
orderliness of
classrooms
including
proper waste
disposal daily
MFO
Pupils/
Student
Outcomes
Monitored
and evaluated
and maintained
pupils/students'
progress with in
the rating
period
KRAs
OBJECTIVES
(10%)
30%
(10%)
TIMELINE
Weight per
KRA
Pupils/
Student
Outcomes
Conducted
Remediation/en
richment
programs to
improve
performance
indicators
(5%)
Maintain
Updated
Student's/Pupil'
s Records
MFO
KRAs
OBJECTIVES
Attained the
required GSA
for grade level
and learning
areas
(5%)
TIMELINE
Weight per
KRA
(10%)
5%
Conducted
(2 %)
Conducted
periodic PTA
meetings/
conferences
Community
Involvement
Visited
parents of
students
needing
academic
monitoring/
follow-up with
in the rating
period
(2 %)
Undertaken/initi
ated
projects/events/
activities with
external
funding/
sponsorship
within the
target date
MFO
KRAs
OBJECTIVES
Professional
Growth and
Development
Conducted
problem/
classroom
based action
research
Initiated/
Participated in
co-curricular/
school activities
with in the
rating period
Produced
publications/
creative work
for school
paper/division
publication with
in the target
date
(1 %)
TIMELINE
Weight per
KRA
15%
(5 %)
(5 %)
(5%)
Supports to
Admin
Administrative
function
10%
* To get the score, the rating is multiplied by th weight assigned

________________
RATER/MASTER TEACHER
mmitment and Review Form (IPCRF) for Teachers With Ancillary Servic
Name of Rater:
Position:
Date of Review:
vao City
TO BE FILLED DUTRING PLANNING
PERFORMANCE INDICATORS (Quality, Efficiency,Timelines)
5 - Outstanding
All daily lesson plans had the following objective, subject matter, procedures, evaluation and assignment
Each part had a full description of what to do with an example
Objective was specific, measurable, attainable, result-oriented and time-bound
100% and above developed high order thinking skills
Attained 100% and above of the desired learning competencies
100% and above based on the budget of work
4 - Very Satisfactory
Had four of the five parts of lesson plan
Each part of the partial description of what to do with an example
Objective was stated with 1 behavioral indicator is missing
88.00% -99.99 % developed high order thinking skills
Attained 88%-99.99% of the desired learning competencies
88.00% -99.99 % based on the approved budget of work
3 - Satisfactory
Had 3 of the five parts
Each part had a partial description with out example
Objectives was stated with 3-4 behavioral indicator missing
75.00% -87.99% develop high order thinking skills
Attained 75.00% -87.99% of the desired learning competencies
75.00% -87.99% based on the approved budget of work
2 - Unsatisfactory
Each part had no description with out example
51-99% develop high order thinking skills
1 - Poor
Objectives was stated without behavioral indicator missing
1% -62.99 % develop high order thinking skills
50% and below attained the desired learning competencies
50% and below based on the approved budget of work

5 - Outstanding
The teacher established challenging and measurable goal/s for student learning that is aligned with the (DepEd
standards or Philippine Elementary Learning Competencies (PELC) or the Philippine Secondary Learning Competencies
(PSLC))curriculum
The goal reflected a range of student learner needs.

Has provided individual activities for a 100% and above of the classes handled for the rating period
Teaching methods and strategies elicited 100% and above interaction from a class
Inductive method/deductive method was 100% and above used in teaching a lesson
Cooperative learning strategies was 100% and above effective when used
ICT integration is 100% and above evident
Results of student observations/appraisal are 100% and above used as basis for follow-up.
The teacher developed a measurable goal for student learning that is aligned with the (DepEd standards or
Philippine Elementary Learning Competencies (PELC) or the Philippine Secondary Learning Competencies
(PSLC))curriculum
The teacher explained the importance of the goal and the appropriateness to students.
Has provided individual activities for a 88%-99.99% of the classes handled for the rating period
Teaching methods and strategies elicited 88%-99.99% interaction from a class
Inductive method/deductive method was 88%-99.99% used in teaching a lesson
Cooperative learning strategies was 88%-99.99% effective when used
ICT integration is 88%-99.99% evident
Results of student observations/appraisal are 88%-99.99% used as basis for follow-up.
3 - Satisfactory
The teacher clearly communicated a focus for student learning that is aligned with the (DepEd standards or
Philippine Elementary Learning Competencies (PELC) or the Philippine Secondary Learning Competencies
(PSLC))curriculum
Has provided individual activities for a 75.00%-87.99% of the classes handled for the rating period
Teaching methods and strategies elicited 75.00%-87.99% interaction from a class
Inductive method/deductive method was 75.00%-87.99% used in teaching a lesson
Cooperative learning strategies was 75.00%-87.99% effective when used
ICT integration is 100-114% evident
Results of student observations/appraisal are 75.00%-87.99% used as basis for follow-up.
2 - Unsatisfactory
The teacher did not have a clear focus for student learning
Has provided individual activities for a 63.00%-74.99% of the classes handled for the rating period
Teaching methods and strategies elicited 63.00%-74.99% interaction from a class
Inductive method/deductive method was 63.00%-74.99% used in teaching a lesson
ICT integration is 63.00%-74.99% evident
Results of student observations/appraisal are 63.00%-74.99% used as basis for follow-up.
1 - Poor
The teacher did not have a clear focus for student learning or the objective is too general to guide lesson planning
or the objective is inappropriate for students
Has provided individual activities for a 1% -62.99 % of the classes handled for the rating period
Teaching methods and strategies elicited 1% -62.99 % interaction from a class
Inductive method/deductive method was not used in teaching a lesson
Cooperative learning strategies was never used
ICT integration is not evident
Results of student observations/appraisal are not used as basis for follow-up.

5 - Outstanding
Pupils were 100% and above guided in the observation of classroom rules and the guidelines as evidenced by
descriptive rating in the report card/journal
Pupils were 115-129% guided in the observation of classroom rules and the guidelines as evidenced by descriptive
rating in the report card/journal
3 - Satisfactory
Pupils were 75.00% -87.99% guided in the observation of classroom rules and the guidelines as evidenced by
2 - Unsatisfactory
Pupils were 63.00%-74.99% guided in the observation of classroom rules and the guidelines as evidenced by
1 - Poor
Pupils were not guided in the observation of classroom rules and the guidelines as evidenced by descriptive rating
in the report card/journal
5 - Outstanding
Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were 100% and above maintained
Attendance checking was 130% and above systematically carried out
Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were 88.00% -99.99 % maintained
Attendance checking was 88.00% -99.99 % systematically carried out
3 - Satisfactory
Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were 75.00% -87.99% maintained
Attendance checking was 100-114% systematically carried out
2 - Unsatisfactory
Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were 63.00%-74.99% maintained
Attendance checking was 63.00%-74.99% systematically carried out
1 - Poor
Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were 1% -62.99 % consistently
maintained
Attendance checking was 1% -62.99 % systematically carried out
5 - Outstanding
Evidence showed that the teacher purposely plans assessments and varies assessment choices to match the
different student needs, abilities, and learning styles.
Class record reflected the bases of 100% and aboveof pupils' ratings in all classess/subject areas handled
Students' portfolio contained 130% and above of his accomplishment
Table of specifications is 130% and above prepared for tests that require it
Table of specifications showed 130% and above congruence between content and skills test
Test questions were 130% and above logiclly sequenced
Pretest and Posttest were 130% and above administered in all classes/subject area (Supported by analysis report on
subject area per class/grade level)

The teacher explained the various uses and limitations of the different kinds of assessments/test. Evidence showed
that student needs and avenues for growth were clearly identified.
Class record reflected the bases of 88.00% -99.99 % of pupils' ratings in all classess/subject areas handled
Students' portfolio contained 115-129% of his accomplishment
Table of specifications is 115-129% prepared for tests that require it
Table of specifications showed 115-129% congruence between content and skills test
Test questions were 115-129% logiclly sequenced
Pretest and Posttest were 115-129% administered in all classes/subject area (Supported by analysis report on
3 - Satisfactory
The eveidence of more than one measure of student performance but there is difficulty in analyzing data to inform
instuctional planning and delivery
Students' portfolio contained 75.00% -87.99% of his accomplishment
Table of specifications is 75.00% -87.99% prepared for tests that require it
Table of specifications showed 75.00% -87.99% congruence between content and skills test
Test questions were 75.00% -87.99% logiclly sequenced
Pretest and Posttest were 75.00% -87.99% administered in all classes/subject area (Supported by analysis report on
2 - Unsatisfactory
The teacher planned instructions without analyzing student learning data
Class record reflected the bases of 63.00%-74.99% of pupils' ratings in all classess/subject areas handled

Table of specifications is63.00%-74.99% prepared for tests that require it
Table of specifications showed 63.00%-74.99% congruence between content and skills test
Test questions were63.00%-74.99% logiclly sequenced
Pretest and Posttest were 63.00%-74.99% administered in all classes/subject area (Supported by analysis report on
1 - Poor
No evidence of student monitoring or evaluation of student progress
Class record reflected the bases of 50% and below of pupils' ratings in all classess/subject areas handled
Students' portfolio contained 50% and below of his accomplishment

Table of specifications is not prepared for tests that require it
Table of specifications did not show congruence between content and skills test
Test questions were not logiclly sequenced
Pretest and Posttest were never administered
5 - Outstanding
Remediation/Enrichment program is offered to 100% and above who need it
Remediation/Enrichment program is offered to 88.00% -99.99 % who need it
3 - Satisfactory
Remediation/Enrichment program is offered to75.00% -87.99% who need it
2 - Unsatisfactory
Remediation/Enrichment program is offered to 63.00%-74.99% who need it
1 - Poor
Remediation/Enrichment program is offered to 1% -62.99 % who need it
5 - Outstanding
* All forms are updated every quarter and submitted before the deadline
* 75% of the forms are updated every quarter and submitted above the deadline

3 - Satisfactory
* 50 % of the forms are updated every quarter and submitted before the deadline
2 - Unsatisfactory
* 25 % of the forms are updated every quarter and submitted above the deadline
1 - Poor
Not even 1 form form is updated
5 - Outstanding
*100% and above GSA
*10 %and above increase in MPS
88.00% -99.99 % GSA
* 7.0% -9.99% increasein MPS
3 - Satisfactory
*75.00% -87.99% MPS/GSA
* 5% - 6.99 increase in MPS
2 - Unsatisfactory
* 63.00%-74.99% GSA
*3.01%-4.99 increase in MPS
1 - Poor
* 1% -62.99 % GSA
* 3% below increase or no increase in MPS
5 - Outstanding
100% and above accomplishment with set agreements met
88.00% -99.99 % of planned meetings producing only set agreements and partial accomplishments
3 - Satisfactory
75.00% -87.99% of planned meetings conducted producing set of agreements
2 - Unsatisfactory
63.00%-74.99% of planned meetings conducted with minimal results
1 - Poor
1% -62.99 % of the planned meetings conducted with no result
5 - Outstanding
100% and above accomplishment of set visits successful interventions
88.00% -99.99 % accomplishment of visits with partial success in implementation of interventions
3 - Satisfactory
75.00% -87.99% accomplishment of visits with suggested planned interventions
2 - Unsatisfactory
63.00%-74.99% accomplishments of visits with planned interventions
1 - Poor
1% -62.99 % accomplishments with no interventions
5 - Outstanding
100% and above project accomplishment with full documentation report on completion
88.00% -99.99 % project accomplishment with partial completion
3 - Satisfactory
75.00% -87.99% project initiative only with no completion report
2 - Unsatisfactory
63.00%-74.99% project initiative only with no completion report
1 - Poor
No project/event/activity initiated
5 - Outstanding
1 action research conducted with full documentation and adapted by two or more teachers

1 action research conducted with full documentation and adapted by oneteachers
3 - Satisfactory
1 action research conducted with full documentation
2 - Unsatisfactory
Identified classroom/learning problems with research proposals
1 - Poor
No Action research conducted
5 - Outstanding
Initiated at least 2 co-curricular/ school activities with documented results
Initiated and participated in co-curricular/ school activities with documented results
3 - Satisfactory
Participated in most co-curricular/ school activities with documented results
2 - Unsatisfactory
Participation only with out document results
1 - Poor
No participation in school activities
5 - Outstanding
Produced publication/creative work published in National Circulation/ DepEd Post/ CSC Newsletters and similar
publications
Produced publication/creative work published in regional publications
3 - Satisfactory
Produced publication/creative work published in division publications
2 - Unsatisfactory
Produced publication/creative work published in school papers
1 - Poor
Unpublished work produced
Academic /Non -Academic
1. Lead the formulation of the School/District English/Reading Program coordinated with the teachers,Grade level
teachers or District ReadingCoordinators.
2. Consolidated needed school's reports for submission to the District/Division Office.
3. Kept records and consolidated reading performance of pupils in the school
4. Conduct Assessment and evaluation of the implementation of the school's reading program
5. Undertaken/Initiated activities seminars/conference/trainings andother activities.
PROPERTY CUSTODIAN
1. Conducted and updated/monitored quarterly and annually the reports / inventory needed.
2. Consolidated and submitted property reports
3. Systematically files report records
CANTEEN MANAGER
1. Implemented correctly canteen shares following the Deped Order No. 17, S.2-110
2. Monitored sanitation and food safety
GUIDANCE COORDINATOR
1. Designated and implemented appropriate school/district Guidance Program and Guidance Services:
a. Organizational Chart
b. Reading Assessment
assigned
_______________________________
Ratee
eachers With Ancillary Services

MARLENE M. PASTORIZA
Master Teacher I
April 22, 2016
TO BE FILLED DURING EVALUATION
Efficiency,Timelines)
ACTUAL
RESULTS
RATIN
G
SCORE*
ACTUAL
RESULTS
RATIN
G
SCORE*
ocedures, evaluation and assignment
time-bound
dent learning that is aligned with the (DepEd

the Philippine Secondary Learning Competencies
es handled for the rating period

on from a class
eaching a lesson
n used
d as basis for follow-up.
t is aligned with the (DepEd standards or

e Secondary Learning Competencies
ateness to students.
handled for the rating period

from a class
ching a lesson
sed
basis for follow-up.
t is aligned with the (DepEd standards or

e Secondary Learning Competencies

on from a class
teaching a lesson
en used

on from a class
eaching a lesson
n used
as basis for follow-up.
objective is too general to guide lesson planning
s handled for the rating period

from a class
sson
ollow-up.
m rules and the guidelines as evidenced by
s and the guidelines as evidenced by descriptive
ACTUAL
RESULTS
RATIN
G
SCORE*
he guidelines as evidenced by descriptive rating
e disposal were 100% and above maintained

ut
e disposal were 88.00% -99.99 % maintained

out
e disposal were 75.00% -87.99% maintained
e disposal were 63.00%-74.99% maintained

ut
e disposal were 1% -62.99 % consistently
d varies assessment choices to match the
s in all classess/subject areas handled

nt
quire it
en content and skills test
es/subject area (Supported by analysis report on
rent kinds of assessments/test. Evidence showed
gs in all classess/subject areas handled
t
ent and skills test
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but there is difficulty in analyzing data to inform
ent
equire it
ACTUAL
RESULTS
RATIN
G
SCORE*
ses/subject area (Supported by analysis report on
g data
classess/subject areas handled
uire it
n content and skills test
es/subject area (Supported by analysis report on
ss
lassess/subject areas handled
nt
nd skills test
o need it
ho need it
o need it
o need it
need it
dline
the deadline
the deadline
the deadline
ACTUAL
RESULTS
RATIN
G
SCORE*
s and partial accomplishments
reements
ns
plementation of interventions
nterventions
port on completion
two or more teachers
oneteachers
sults
mented results
results
DepEd Post/ CSC Newsletters and similar
ACTUAL
RESULTS
RATIN
G
SCORE*
m coordinated with the teachers,Grade level
/Division Office.
e school
school's reading program
ther activities.
orts / inventory needed.
No. 17, S.2-110

Program and Guidance Services:
OVERAL RATING FOR

ACCOMPLISHMENTS
ALEJANDRO G. CURAY
Principal III
APPROVING AUTHORITY
POSITION AND COMPETENCY PROFIL

Department of Education
Postion Title
Parenthetical Title
Office Unit
Reports to
Position Supervised
TEACHER II
MATINA CENTRAL ELEMENTARY SHOOL
JOB SUMMARY
QUALIFICATION STANDA
A. CSC Prescribed Qualifications

Education Bachelor in Elementary Education, Masteral Units (Completed Acad
Experience 5 years of teaching in public school
Eligibility Licensure Examination for Teachers (81%)
Trainings School/District/Division/Region/National trainings/seminars/worksho
B. Preferred Qualifications
Education Bachelor in Elementary Education, Masteral Units (Completed Acad
Experience 5 years of teaching in public school
Eligibility Licensure Examination for Teachers (81%)
Trainings School/District/Division/Region/National trainings/seminars/worksho
ROFILE
PCP No. _________
Salary Grade
Effectivity Date
Page/s
RY
ANDARDS
ted Academic Requirements)
s/workshop
ted Academic Requirements)
s/workshop
Revision Code:
12
COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
Self-Management
1
Sets personal goals and direction, needs and development.
Undertakes personal actions and behaviors that are clear and purposive and takes into
account personal goals and values congruent to that of the organization.
Teamwork
###
1
2
Displays emotional maturity and enthusiasm for and is challenged by higher goals
Prioritize work tasks and schedules (through gantt charts, checklists, etc.) to achieve
goals.
Sets high quality, challenging, realistic goals for self and others
4
5
Professionalism and Ethics
Service Orientation
Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical
Standards for public officials and employee (RA 6713).
Practices ethical and professional behavior and conduct taking into account the impact of
his/her actions and decisions.
Maintains professional image: being trustworthy, regularity of attendance and

punctuality, good grooming and communication.
Makes personal sacrifices to meet the organization's needs.
Acts with a sense pf urgency and responsibility to meet the organization's needs,
improves systems and help others improve their effectiveness.
1
2
###
3
4
5
Result Focus
1
Achieves results with optimal use of time and resources most of the time.
Avoids rework, mistakes and wastage through effective work methods by placing
organizational needs before personal needs.
Delivers error-free outputs most of the time by conforming to standard operating

procedures correctly and consistently. Able to produce very satisfactoy quality of work in
terms of usefulness/acceptability and completeness with no supervision required.
Innovation
1
Expresses a desire to do better and may express frustration at waste or inefficiency. May
focus on new or more precise ways of meeting goals set.
Makes specific changes in the system or in own work methods to
###
4
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates;
1 - Rarely demonstrates
DEPED RPMS form - DEPED form - For Teache
CORE SKILLS
Accountability
Achievement
1 Enjoys working hard
2
###
Is action-oriented and full of energy for the things he/she sees as challenging
2
3
3 Not fearful of acting with a minimum of planning
4 Seizes more opportunities than others
5 Strategic thinker
Managing Diversity
1 Respects all kinds and classes of people
2
Deals effectively with all races,nationalities, cultures, disabilities, ages and both sexes.
###
3 Support equal and fair treatment and opportunity for all.

4 Applies equal standards and criteria to all classes
5
Manifests cultural and gender sensitivity when dealing with people
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates;
Note: These ratings can be used for the developmental plans of the employee.
DEPED RPMS form - DEP
improve performance. Examples may include doing something better, faster, at alower cost, more
efficiently; or improving quality, costumer satisfaction, morale, without setting any specific goal.
mwork
Willingly does his/her share of responsibilty.
Promotes collaboration and removes barriers to teamwork and goal accomplishment across the
organization
###
Applies negotiation principles in arriving at win-win agreements.

Drives consensus and team ownership of decisions.
Works constructively and collaboratively with others and across organizations to accomplish
organizational goals and objectives.
ice Orientation
Can explain and articulate organizational directions, issues and problems.
Takes personal responsibilty for dealing with and/or correcting costumer service issues and
concerns
###
Initiates activities that promotes advocacy for men and women empowerment.
Participates in updating of office vision, mission, mandates & strategies based on DepEd
strategies and directions.
Develops and adopts service improvement programs through simplified procedures that will
further enhance service delivery.
ovation
Examines the root cause of problems and suggests effective solutions. Fosters new ideas,
processes, and suggests bettter ways to do things (cost and/or operational efficiency).
Demonstrates an ability to think "beyond the box". Continuously focuses on improving personal
productivity to create higher value and results.
Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
###
Translates creative thinking into tangible changes and solutions that improve the work unit and
organization.
Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the
ability to succeed with minimal resources.
DEPED RPMS form - DEPED form - For Teachers
untability
Can be counted on to excueed goals sucessfully
Steadfastly pushes self and others towards ewsults.
###
Gets things done on time and optimum use of resources.

Builds team spirit
Transacts with transparency.
0VERALL COMPETENCY RATINGS

CORE BEHAVIORAL COMPETENCIES
CORE SKILLS
OVERALL RATING
nstrates;
DEPED RPMS form - DEPED form - For Teachers
PART III: SUMMARY OF RATINGS FOR

Final Performance Results
Accomplishments of KRAs and Objectives
Employee-Superior Agreement
The signatures below confirm that the employee and his/her superior have agreed to the contents of the p
Name of Employee:
Signature:
Date:
PART IV: DEVELOPMENT PLA
Strengths
Development Needs
RATER
Action Plan
(Recommended Develop
Intervention)
RATEE
TINGS FOR DISCUSSION

Rating
ectives
Adjectival Rating
#REF!
ents of the performance as captured in this form.

Name of Superior:
Signature:
Date:
PMENT PLANS
ed Developmental
rvention)
RATEE
Timeline
Resources Needed
ALEJANDRO G. CURAY
APPROVING AUTHORITY
DEPED RPMS form - DEPED form -For Teacher |
Individual Performance Commitment and Review Form (IPCRF) for

Name of Employee:
Position:
Review Period:
Bureau/Center/Service/Division:
Name of Rater:
Position:
Date of Review:
TO BE FILLED DUTRING PLANNING
MFO
KRAs
OBJECTIVES
TIMELINE
Weight
per KRA
40%
(10%)
TeachingLearning
Process
Prepared
lesson plans and
daily logs of
activities
including
appropriate
adequate and
updated
instructional
materials with in
the rating period
PERFORMANCE INDICATORS (Quality, Efficiency,Timel
5 - Outstanding
All daily lesson plans had the following objective, subject matter, procedures, eva
assignment
Each part had a full description of what to do with an example
Objective was specific, measurable, attainable, result-oriented and time-bound
100% and above developed high order thinking skills
Attained 100% and above of the desired learning competencies
100% and above based on the budget of work
Had four of the five parts of lesson plan
Each part of the partial description of what to do with an example
Objective was stated with 1 behavioral indicator is missing
88.00% -99.99 % developed high order thinking skills
Attained 88%-99.99% of the desired learning competencies
88.00% -99.99 % based on the approved budget of work
3 - Satisfactory
Each part had a partial description with out example
75.00% -87.99% develop high order thinking skills
Attained 75.00% -87.99% of the desired learning competencies
75.00% -87.99% based on the approved budget of work
2 - Unsatisfactory
51-99% develop high order thinking skills

1 - Poor
Objectives was stated without behavioral indicator missing
1% -62.99 % develop high order thinking skills
50% and below attained the desired learning competencies
50% and below based on the approved budget of work
MFO
KRAs
OBJECTIVES
TIMELINE
Weight
per KRA
(10%)
5 - Outstanding
The teacher established challenging and measurable goal/s for student learning
the (DepEd standards or Philippine Elementary Learning Competencies (PELC) or th
Secondary Learning Competencies (PSLC))curriculum
The goal reflected a range of student learner needs.
Has provided individual activities for a 100% and above of the classes handled fo
Teaching methods and strategies elicited 100% and above interaction from a clas
Inductive method/deductive method was 100% and above used in teaching a les
Cooperative learning strategies was 100% and above effective when used
ICT integration is 100% and above evident
Results of student observations/appraisal are 100% and above used as basis for f
The teacher developed a measurable goal for student learning that is aligned wi
standards or Philippine Elementary Learning Competencies (PELC) or the Philippine
Competencies (PSLC))curriculum
The teacher explained the importance of the goal and the appropriateness to stu
Facilitated
learning in the
school through
functional lesson
plans, daily logs
and innovative
teaching
strategies
Has provided individual activities for a 88%-99.99% of the classes handled for the
Teaching methods and strategies elicited 88%-99.99% interaction from a class
Inductive method/deductive method was 88%-99.99% used in teaching a lesson
Cooperative learning strategies was 88%-99.99% effective when used
ICT integration is 88%-99.99% evident
Results of student observations/appraisal are 88%-99.99% used as basis for follo
3 - Satisfactory
The teacher clearly communicated a focus for student learning that is aligned wi
standards or Philippine Elementary Learning Competencies (PELC) or the Philippine
Competencies (PSLC))curriculum
Has provided individual activities for a 75.00%-87.99% of the classes handled for
Teaching methods and strategies elicited 75.00%-87.99% interaction from a clas
Inductive method/deductive method was 75.00%-87.99% used in teaching a les
ICT integration is 100-114% evident
Results of student observations/appraisal are 75.00%-87.99% used as basis for
2 - Unsatisfactory
The teacher did not have a clear focus for student learning
Has provided individual activities for a 63.00%-74.99% of the classes handled fo

Teaching methods and strategies elicited 63.00%-74.99% interaction from a clas
Inductive method/deductive method was 63.00%-74.99% used in teaching a less
ICT integration is 63.00%-74.99% evident
Results of student observations/appraisal are 63.00%-74.99% used as basis for fo
1 - Poor
The teacher did not have a clear focus for student learning or the objective is to
lesson planning or the objective is inappropriate for students
Has provided individual activities for a 1% -62.99 % of the classes handled for t
Teaching methods and strategies elicited 1% -62.99 % interaction from a class
Inductive method/deductive method was not used in teaching a lesson
Cooperative learning strategies was never used
ICT integration is not evident
Results of student observations/appraisal are not used as basis for follow-up.
MFO
KRAs
OBJECTIVES
Initiated
discipline of
students
including
classroom rules,
guidelines and
individual and
group task with
in the rating
period
TIMELINE
Weight
per KRA

5 - Outstanding
(10%) Pupils were 100% and above guided in the observation of classroom rules and th
evidenced by descriptive rating in the report card/journal

Pupils were 115-129% guided in the observation of classroom rules and the guid
by descriptive rating in the report card/journal
3 - Satisfactory
Pupils were 75.00% -87.99% guided in the observation of classroom rules and the
2 - Unsatisfactory
Pupils were 63.00%-74.99% guided in the observation of classroom rules and the
1 - Poor
Pupils were not guided in the observation of classroom rules and the guidelines a
Monitored
attendance,
diversity and
appreciation,
safe, positive
and motivating
environment,
overall physical
atmosphere,
cleanliness and
orderliness of
classrooms
including proper
waste disposal
daily
Pupils/
Student
Outcomes
Monitored and
evaluated and
maintained
(10%)
30%
5 - Outstanding
Safety, orderliness and cleanliness of floors, toilets and proper waste disposal we
maintained
Attendance checking was 130% and above systematically carried out
Safety, orderliness and cleanliness of floors, toilets and proper waste disposal
maintained
Attendance checking was 88.00% -99.99 % systematically carried out
3 - Satisfactory
maintained
Attendance checking was 100-114% systematically carried out
2 - Unsatisfactory
maintained
Attendance checking was 63.00%-74.99% systematically carried out
1 - Poor
consistently maintained
Attendance checking was 1% -62.99 % systematically carried out
5 - Outstanding
we
we
we
we
MFO
Pupils/
Student
Outcomes
Monitored and
evaluated and
maintained
pupils/students'
progress with in
the rating period
KRAs
OBJECTIVES
30%
(10%)
TIMELINE
Weight
per KRA
Evidence showed that the teacher purposely plans assessments and varies asses
match the different student needs, abilities, and learning styles.
Class record reflected the bases of 100% and aboveof pupils' ratings in all classe
handled
Students' portfolio contained 130% and above of his accomplishment
Table of specifications is 130% and above prepared for tests that require it
Table of specifications showed 130% and above congruence between content and
Test questions were 130% and above logiclly sequenced
Pretest and Posttest were 130% and above administered in all classes/subject are
analysis report on subject area per class/grade level)

The teacher explained the various uses and limitations of the different kinds of a
Evidence showed that student needs and avenues for growth were clearly identifie
Class record reflected the bases of 88.00% -99.99 % of pupils' ratings in all classe
handled
Table of specifications is 115-129% prepared for tests that require it
Table of specifications showed 115-129% congruence between content and skills
Test questions were 115-129% logiclly sequenced
Pretest and Posttest were 115-129% administered in all classes/subject area (Sup
report on subject area per class/grade level)
3 - Satisfactory
The eveidence of more than one measure of student performance but there is di
data to inform instuctional planning and delivery
Students' portfolio contained 75.00% -87.99% of his accomplishment
Table of specifications is 75.00% -87.99% prepared for tests that require it
Pupils/
Student
Outcomes
Table of specifications showed 75.00% -87.99% congruence between content an

Test questions were 75.00% -87.99% logiclly sequenced
Pretest and Posttest were 75.00% -87.99% administered in all classes/subject ar
2 - Unsatisfactory
The teacher planned instructions without analyzing student learning data
Class record reflected the bases of 63.00%-74.99% of pupils' ratings in all classes
handled
Table of specifications is63.00%-74.99% prepared for tests that require it
Table of specifications showed 63.00%-74.99% congruence between content and
Test questions were63.00%-74.99% logiclly sequenced
Student
Outcomes
Conducted
Remediation/enri
chment
programs to
improve
performance
indicators
MFO
KRAs
OBJECTIVES
Maintain
Updated
Student's/Pupil's
Records
(5%)
TIMELINE
Weight
per KRA
(5%)
Pretest and Posttest were 63.00%-74.99% administered in all classes/subject are

1 - Poor
No evidence of student monitoring or evaluation of student progress
Class record reflected the bases of 50% and below of pupils' ratings in all classes
handled
Students' portfolio contained 50% and below of his accomplishment
Table of specifications is not prepared for tests that require it
Table of specifications did not show congruence between content and skills test
Test questions were not logiclly sequenced
Pretest and Posttest were never administered
5 - Outstanding
Remediation/Enrichment program is offered to 100% and above who need it
Remediation/Enrichment program is offered to 88.00% -99.99 % who need it
3 - Satisfactory
Remediation/Enrichment program is offered to75.00% -87.99% who need it
2 - Unsatisfactory
Remediation/Enrichment program is offered to 63.00%-74.99% who need it
1 - Poor
Remediation/Enrichment program is offered to 1% -62.99 % who need it

5 - Outstanding
* All forms are updated every quarter and submitted before the deadline
* 75% of the forms are updated every quarter and submitted above the deadline
3 - Satisfactory
* 50 % of the forms are updated every quarter and submitted before the deadline
2 - Unsatisfactory
* 25 % of the forms are updated every quarter and submitted above the deadline
Pupils/
Student
Outcomes
Attained the
required GSA for
grade level and
learning areas
(10%)
1 - Poor
Not even 1 form form is updated
5 - Outstanding
*100% and above GSA
*10 %and above increase in MPS
88.00% -99.99 % GSA
* 7.0% -9.99% increasein MPS
3 - Satisfactory
Outcomes
learning areas
10%
Conducted
periodic PTA
meetings/
conferences
(3%)
Visited
parents of
students
needing
academic
monitoring/
follow-up with in
the rating period
(3%)
Community
Involvement
MFO
KRAs
OBJECTIVES
Undertaken/initi
ated
projects/events/
activities with
external funding/
sponsorship
within the target
date
*75.00% -87.99% MPS/GSA

* 5% - 6.99 increase in MPS
2 - Unsatisfactory
* 63.00%-74.99% GSA
*3.01%-4.99 increase in MPS
1 - Poor
* 1% -62.99 % GSA
* 3% below increase or no increase in MPS
5 - Outstanding
100% and above accomplishment with set agreements met
88.00% -99.99 % of planned meetings producing only set agreements and partial a
these
3 - Satisfactory
75.00% -87.99% of planned meetings conducted producing set of agreements
2 - Unsatisfactory
63.00%-74.99% of planned meetings conducted with minimal results
1 - Poor
1% -62.99 % of the planned meetings conducted with no result
5 - Outstanding
100% and above accomplishment of set visits successful interventions
88.00% -99.99 % accomplishment of visits with partial success in implementation o
3 - Satisfactory
75.00% -87.99% accomplishment of visits with suggested planned interventions
2 - Unsatisfactory
63.00%-74.99% accomplishments of visits with planned interventions
1 - Poor
1% -62.99 % accomplishments with no interventions
TIMELINE
Weight
per KRA
(4 %)
5 - Outstanding
100% and above project accomplishment with full documentation report on comple
88.00% -99.99 % project accomplishment with partial completion
3 - Satisfactory
75.00% -87.99% project initiative only with no completion report
2 - Unsatisfactory
63.00%-74.99% project initiative only with no completion report
1 - Poor
external funding/
sponsorship
within the target
date
Professional
Conducted
Growth and problem/classroo
Development m based action
research
Initiated/
Participated in
cocurricular/school
activities with in
the rating period
Produced
publications/
creative work for
school
paper/division
publication with
in the target
date
20%
(5%)
(10%)
(5%)
No project/event/activity initiated
5 - Outstanding
1 action research conducted with full documentation and adapted by two or more t
1 action research conducted with full documentation and adapted by oneteachers
3 - Satisfactory
1 action research conducted with full documentation
2 - Unsatisfactory
Identified classroom/learning problems with research proposals
1 - Poor
No Action research conducted
5 - Outstanding
Initiated at least 2 co-curricular/ school activities with documented results
Initiated and participated in co-curricular/ school activities with documented results
3 - Satisfactory
Participated in most co-curricular/ school activities with documented results
2 - Unsatisfactory
Participation only with out document results
1 - Poor
No participation in school activities
5 - Outstanding
Produced publication/creative work published in National Circulation/ DepEd Post/ C
similar publications
Produced publication/creative work published in regional publications
3 - Satisfactory
Produced publication/creative work published in division publications
2 - Unsatisfactory
Produced publication/creative work published in school papers
1 - Poor
Unpublished work produced
* To get the score, the rating is multiplied by th weight assigned
____________________________
_________________________
RATER/MASTER TEACHER
RATEE
CRF) for Teachers
ency,Timelines)
ocedures, evaluation and
time-bound
TO BE FILLED DURING EVALUATION
ACTUAL RESULTS
RATING
SCORE
*
ency,Timelines)
dent learning that is aligned with

es (PELC) or the Philippine

on from a class
eaching a lesson
n used
t is aligned with the (DepEd

the Philippine Secondary Learning
ateness to students.
handled for the rating period

from a class
ching a lesson
sed
basis for follow-up.
t is aligned with the (DepEd

the Philippine Secondary Learning

on from a class
teaching a lesson
en used

on from a class
eaching a lesson
n used
as basis for follow-up.
ACTUAL RESULTS
RATING
SCORE
*
objective is too general to guide
s handled for the rating period

from a class
sson
ollow-up.
ency,Timelines)
m rules and the guidelines as
s and the guidelines as evidenced
he guidelines as evidenced by
e disposal were 100% and above
ut
e disposal were 88.00% -99.99 %
out
e disposal were 75.00% -87.99%
e disposal were 63.00%-74.99%
ut
e disposal were 1% -62.99 %
ACTUAL RESULTS
RATING
SCORE
*
d varies assessment choices to
s in all classess/subject areas
nt
quire it
es/subject area (Supported by
ency,Timelines)
rent kinds of assessments/test.

early identified.
gs in all classess/subject areas
t
ent and skills test
ject area (Supported by analysis
but there is difficulty in analyzing
ent
equire it
ses/subject area (Supported by
g data
uire it
n content and skills test
ACTUAL RESULTS
RATING
SCORE
*
es/subject area (Supported by
ss
nt
nd skills test
o need it
ho need it
o need it
o need it
need it
ency,Timelines)
dline
the deadline
the deadline
the deadline
ACTUAL RESULTS
RATING
SCORE
*
s and partial accomplishments of
reements
ns
plementation of interventions
nterventions
ency,Timelines)
port on completion
ACTUAL RESULTS
RATING
SCORE
*
two or more teachers
oneteachers
sults
mented results
results
DepEd Post/ CSC Newsletters and
OVERAL RATING FOR

ACCOMPLISHMENTS
ALEJANDRO G. CURAY
Principal III
APPROVING AUTHORITY

Ipcrf For Teachers

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Individual Performance Commitment and Review Form

KENT FRANCIS N. LAYAGUIN

DepEd Davao City

* To get the score, the rating is multiplied by th weight assigned

PERFORMANCE INDICATORS (Quality, Efficiency,Timelines)

The goal reflected a range of student learner needs.

PERFORMANCE INDICATORS (Quality, Efficiency,Timelines)

PERFORMANCE INDICATORS (Quality, Efficiency,Timelines)

Students' portfolio contained 51-99% of his accomplishment

Students' portfolio contained 50% and below of his accomplishment

PERFORMANCE INDICATORS (Quality, Efficiency,Timelines)

PERFORMANCE INDICATORS (Quality, Efficiency,Timelines)

eachers With Ancillary Services

ocedures, evaluation and assignment

dent learning that is aligned with the (DepEd

es handled for the rating period

d as basis for follow-up.

t is aligned with the (DepEd standards or

handled for the rating period

t is aligned with the (DepEd standards or

es handled for the rating period

d as basis for follow-up.

es handled for the rating period

objective is too general to guide lesson planning

s handled for the rating period

m rules and the guidelines as evidenced by

s and the guidelines as evidenced by descriptive

m rules and the guidelines as evidenced by

m rules and the guidelines as evidenced by

he guidelines as evidenced by descriptive rating

e disposal were 100% and above maintained

e disposal were 88.00% -99.99 % maintained

e disposal were 75.00% -87.99% maintained

e disposal were 63.00%-74.99% maintained

e disposal were 1% -62.99 % consistently

d varies assessment choices to match the

s in all classess/subject areas handled

es/subject area (Supported by analysis report on

rent kinds of assessments/test. Evidence showed

gs in all classess/subject areas handled

ject area (Supported by analysis report on

but there is difficulty in analyzing data to inform

en content and skills test

ses/subject area (Supported by analysis report on

classess/subject areas handled

es/subject area (Supported by analysis report on

lassess/subject areas handled

s and partial accomplishments

two or more teachers

DepEd Post/ CSC Newsletters and similar

m coordinated with the teachers,Grade level

orts / inventory needed.

No. 17, S.2-110

OVERAL RATING FOR

KENT FRANCIS N. LAYAGUIN

POSITION AND COMPETENCY PROFIL

MATINA CENTRAL ELEMENTARY SHOOL

A. CSC Prescribed Qualifications

KENT FRANCIS N. LAYAGUIN

PCP No. _________

ted Academic Requirements)

ted Academic Requirements)

Sets personal goals and direction, needs and development.