INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR TEACHER I-III

Name of Employee: MARK ANTHONY RAGUDO Name of Rater: VIOLETA SAGUIGUIT

Position: TEACHER I Position: TEACHER-IN-CHARGE
Bureau/Center/Service/Division: CAGAYAN Date of Review:
Rating Period:
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Weight Performance Indicators

Actual
MFOs KRAs Objectives Timeline per Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Score
QET Results Q E T Ave
KRA (5) (4) (3) (2) (1)
1. Content Showed knowledge Showed knowledge Showed knowledge
Showed knowledge of
Knowledge of content and its of content and its of content and its
content and its No
and Integration within Integration within Integration within
Integration within and acceptable
Pedagogy Quality and across subject and across subject and across subject 4
1. Applied across subject evidence
areas as shown in areas as shown in areas as shown in
knowledge areas as shown in MOV was shown
Basic MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating
of content within 1 with a rating of 4 4 0.3
Education 7.5% of 7 of 6 of 5
and across
Services Submitted at least 4 Submitted at least 3 Submitted at least 2
curriculum No
lessons using MOV lessons using MOV lessons using MOV Submitted any 1
teaching areas. acceptable
Efficiency 1 and supported by 1 and supported by 1 and supported by of the given 4
evidence
any 1 of the other any 1 of the other any 1 of the other MOV
was shown
given MOV given MOV given MOV
Timeliness
Facilitated using Facilitated using Facilitated using
Facilitated using
different teaching different teaching different teaching
different teaching
strategies that strategies that strategies that No
strategies that promote
promote reading, promote reading, promote reading, acceptable
Quality reading, writing and/or 4
2. Used a range writing and/or writing and/or writing and/or evidence
numeracy skills as
of numeracy skills as numeracy skills as numeracy skills as was shown
shown in MOV 1 with a
teaching shown in MOV 1 shown in MOV 1 shown in MOV 1
rating of 4
Basic strategies with a rating of 7 with a rating of 6 with a rating of 5
4.5 0.34
Education that enhance 7.5% Submitted at Submitted at
Submitted at least 4
Services learner least 3 learner least 2 learner
learner centered
achievement in centered lessons as centered lessons as Submitted 1 Learner No
lessons as evidently
literacy and evidently shown in evidently shown in centered lesson as acceptable
Efficiency shown in MOV 1 and 5
numeracy skills. MOV 1 and MOV 1 and evidently shown in any evidence
supported by any 1
supported by any 1 supported by any 1 of the given MOV was shown
of the other MOV
of the other MOV of the other MOV
given
given given
Timeliness
Used different Used different Used different Used different
Teaching strategies Teaching strategies Teaching strategies Teaching strategies
No
that develop critical that develop critical that develop critical that develop critical
3. Applied a acceptable
Quality and creative thinking and creative thinking and creative thinking and creative thinking 5
range of teaching evidence
and/or other HOTS and/or other HOTS and/or other HOTS and/or other HOTS as
strategies to was shown
as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 shown in MOV 1 with a
Basic develop critical with a rating of 7 with a rating of 6 with a rating of 5 rating of 4 4.5 0.34
Education and creative 7.5% Submitted at least 4 Submitted at Submitted at
Services thinking, as well Submitted 1
lessons as least 3 lessons as least 2 lessons as No
as other higher lesson as
evidenced by MOV 1 evidenced by MOV 1 evidenced by MOV 1 acceptable
order thinking Efficiency evidenced by 4
and supported by and supported by and supported by evidence
skills. any 1 of the
any 1 of the other any 1 of the other any 1 of the other was shown
given MOV
given MOV given MOV given MOV
Timeliness
 2. Learning 4. Managed Used classroom Used classroom Used classroom Used classroom
Environment classroom management management management management
No
and structure to strategies that strategies that strategies that strategies that engage
acceptable
Diversity of engage learners, Quality engage learners in engage learners in engage learners in learners in activities/ 4
evidence
Learners individually or in activities/ tasks activities/ tasks activities/ tasks tasks
was shown
groups, in as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 as shown in MOV 1
Basic 4 0.3
meaningful with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
Education 7.5%
exploration, Submitted at least 4 Submitted at least 3 Submitted at least 2
Services No
discovery and lessons supported lessons supported lessons supported Submitted 1 lesson
acceptable
hands-on Efficiency by MOV 1 and any 1 by MOV 1 and any 1 by MOV 1 and any 1 supported by any of the 4
activities within a evidence
of the other of the other of the other acceptable MOV
was shown
range of physical acceptable MOV acceptable MOV acceptable MOV
learning
Timeliness
environments.
Applied teacher Applied teacher Applied teacher
Applied teacher
Management Management Management
Management strategies
strategies of learner strategies of learner strategies of learner
of learner behavior that No
5. Managed behavior that behavior that behavior that
promote positive and acceptable
learner behavior Quality promote positive and promote positive and promote positive and 4
non-violent discipline as evidence
constructively by non-violent discipline non-violent discipline non-violent discipline
shown in MOV was shown
applying positive as shown in MOV as shown in MOV as shown in MOV
Basic submitted with a
and submitted with a submitted with a submitted with a 4 0.3
Education 7.5% rating of 4
non-violent rating of 7 rating of 6 rating of 5
Services
discipline Submitted at
Submitted at Submitted at Submitted any 1
to ensure learning least 4 of the No
least 4 of the least 4 of the of the given
focused given strategies acceptable
Efficiency given strategies as given strategies as strategies as observed 4
environments. as observed in at evidence
observed in observed in in only
least 4 was shown
3 lessons 2 lessons 1 lesson
lessons
Timeliness
Applied Applied Applied
6. Used Applied differentiated
differentiated differentiated differentiated
differentiated, teaching strategies to No
teaching strategies teaching strategies teaching strategies
developmentally address learner acceptable
Quality to address learner to address learner to address learner 5
appropriate diversity as shown in evidence
diversity as shown in diversity as shown in diversity as shown in
learning MOV 1 with a rating shown
MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating
experiences to of 4
of 7 of 6 of 5
address learners’
Basic Submitted at least 4 Submitted 3 Submitted 2 No
gender, needs, 4.5 0.34
Education 7.5% differentiated differentiated differentiated Submitted any 1 acceptable
strengths,
Services teaching strategies teaching strategies teaching strategies differentiated evidence
interests
in at least 2 lessons in at least 2 lessons in at least 2 lessons teaching strategy in shown
and experiences.
Efficiency as evidenced by as evidenced by as evidenced by only 1 lesson as 4
MOV 1 and MOV 1 and MOV 1 and evidently shown in any No
supported by any 1 supported by any 1 supported by any 1 1 of the acceptable
of the other of the other of the other acceptable MOV evidence
acceptable MOV acceptable MOV acceptable MOV was shown
Timeliness
3. Curriculum Planned and Planned and Planned and Planned and
7. Planned, implemented implemented implemented implemented
and Planning No
managed and developmentally developmentally developmentally developmentally
implemented acceptable
Quality sequenced teaching sequenced teaching sequenced teaching sequenced teaching 4
developmentally evidence
and learning process and learning process and learning process and learning process as
sequenced was shown
as shown in MOV as shown in MOV as shown in MOV shown in MOV
teaching and 1 with a rating of 7 1 with a rating of 6 1 with a rating of 5 1 with a rating of 4
learning
Basic Submitted at least 4 Submitted 3 Submitted 3
processes to Submitted 1 4 0.3
Education 7.5% developmentally developmentally developmentally
meet curriculum developmentally
Services sequenced teaching sequenced teaching sequenced teaching
requirements and sequenced teaching No
and learning process and learning process and learning process
varied teaching and learning process as acceptable
Efficiency as evidently shown as evidently shown as evidently shown 4
contexts. evidently shown in evidence
in MOV 1 and in MOV 1 and in MOV 1 and
MOV 1 and supported was shown
supported by any 1 supported by any 1 supported by any 1
by any 1 of the other
of the other given of the other given of the other given
given MOV
MOV MOV MOV
Timeliness
 Consistently Frequently Occasionally Rarely
participated in LACs/ participated in LACs/ participated in LACs/ participated in LACs/
FGDs/ meetings to FGDs/ meetings to FGDs/ meetings to FGDs/ meetings to No
discuss teacher/ discuss teacher/ discuss teacher/ discuss teacher/ learner acceptable
8. Participated in Quality 3
learner feedback to learner feedback to learner feedback to feedback to enrich evidence
collegial enrich instruction as enrich instruction as enrich instruction as instruction as was shown
discussions shown in the MOV shown in the MOV shown in the MOV shown in the MOV
. Basic 3.5 0.26
that use teacher submitted submitted submitted submitted
Education 7.5%
and learner
Services Participated in at Participated in 3 Participated in 2
feedback to
least 4 LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ Participated in 1 No
enrich teaching
meetings as meetings as meetings as LAC/FGD/ meeting as acceptable
practice Efficiency 4
evidently shown in evidently shown in evidently shown in evidently shown in any evidence
any 1 of the given any 1 of the given any 1 of the given 1 of the given MOV was shown
MOV MOV MOV
Timeliness
Developed and used Developed and used Developed and used
Developed and used
varied teaching and varied teaching and varied teaching and
varied teaching and
learning resources, learning resources, learning resources, No
learning resources,
including ICT, to including ICT, to including ICT, to acceptable
Quality including ICT, to 4
9. Selected, address learning address learning address learning evidence
address learning goals
developed, goals as shown in goals as shown in goals as shown in was shown
as shown in MOV 1
organized and MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating
with a rating of 4
used appropriate of 7 of 6 of 5
Basic 3.5 0.26
teaching and Submitted at least 4 Submitted 3 varied Submitted 2 varied
Education 7.5%
learning varied teaching and teaching and teaching and
Services Submitted any
resources, learning resources, learning resources, learning resources,
teaching and learning No
including ICT, to including ICT, as including ICT, as including ICT, as
resource, acceptable
address learning Efficiency evidently shown in evidently shown in evidently shown in 3
including ICT, as evidence
goals. MOV 1 and MOV 1 and MOV 1 and
evidently shown in any was shown
supported by any 1 supported by any 1 supported by any 1
of the acceptable MOV
of the acceptable of the acceptable of the acceptable
MOV MOV MOV
Timeliness
Designed, selected, Designed, selected, Designed, selected, Designed, selected,
organized and used organized and used organized and used organized and used
4. diagnostic, formative diagnostic, formative diagnostic, formative diagnostic, formative
Assessment 10. Designed, and summative and summative and summative and summative No
and selected, assessment assessment assessment assessment strategies acceptable
Reporting organized and Quality 4
strategies consistent strategies consistent strategies consistent consistent with evidence
used diagnostic, with curriculum with curriculum with curriculum curriculum was shown
Basic formative and requirements as requirements as requirements as requirements as 4.5 0.34
Education summative 7.5% shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1 with a
Services assessment with a rating of 7 with a rating of 6 with a rating of 5 rating of 4
strategies
Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 varied
consistent with No
varied assessment Assessment tools as Assessment tools as Assessment tools as
curriculum acceptable
Efficiency tools as evidently evidently shown in evidently shown in evidently shown in any 5
requirements. evidence
shown in any 1 of any 1 of the any 1 of the 1 of the acceptable
was shown
the acceptable MOV acceptable MOV acceptable MOV MOV
Timeliness
Consistently Frequently Occasionally
Rarely monitored and
monitored and monitored and monitored and
evaluated learner
evaluated learner evaluated learner evaluated learner No
progress and
progress and progress and progress and acceptable
Quality achievement using 4
11. Monitored and achievement using achievement using achievement using evidence
learner attainment data
evaluated learner learner attainment learner attainment learner attainment was shown
as shown in the
Basic progress and data as shown in the data as shown in the data as shown in the
MOV submitted
Education achievement 7.5% MOV submitted MOV submitted MOV submitted 4 0.3
Services using Submitted a No
Submitted a Submitted a
learner attainment combination of at Submitted 1 acceptable acceptable
Efficiency combination of 3 of combination of 2 of 4
data. least 4 of the MOV evidence was
the acceptable MOV the acceptable MOV
acceptable MOV shown
Submitted MOV Submitted MOV Submitted MOV Submitted MOV No acceptable
Timeliness were distributed were distributed were distributed was completed evidence 4
across 4 quarters across 3 quarters across 2 quarters in only 1 quarter was shown
 Consistently showed Frequently showed Occasionally showed
Rarely showed prompt
prompt and clear prompt and clear prompt and clear
and clear
communication of communication of communication of
communication of the
the learners’ needs, the learners’ needs, the learners’ needs,
learners’ needs, No
progress and progress and progress and
progress and acceptable
12. Communicated Quality achievement to key achievement to key achievement to key 4
achievement to key evidence
promptly and stakeholders, stakeholders, stakeholders,
stakeholders, was shown
clearly the including parents/ including parents/ including parents/
including parents/
Basic learners’ needs, guardians as shown guardians as shown guardians as shown
guardians as shown in 4.3
Education progress and 7.5% in the MOV in the MOV in the MOV 0.32
the MOV submitted 3
Services achievement to submitted submitted submitted
key stakeholders, Submitted a No
Submitted a Submitted a Submitted any 1
including parents/ combination of at acceptable
Efficiency combination of 3 of combination of 2 of of the given 4
guardians. least 4 of the evidence
the acceptable MOV the acceptable MOV MOV
acceptable MOV was shown
No
Submitted MOV Submitted MOV Submitted MOV Submitted MOV
acceptable
Timeliness were distributed were distributed were distributed was completed 5
evidence
across 4 quarters across 3 quarters across 2 quarters in only 1 quarter
was shown
Occasionally
Consistently Frequently Rarely performed
performed
Performed various Performed various various related
various related
related work/ related work/ work/activities No
work/activities
activities that activities that that contribute acceptable
13. Performed Quality that contribute 5
contribute to the contribute to the to the teaching learning evidence
various to the teaching
teaching learning teaching learning process as shown in was shown
related learning process as
Basic process as shown in process as shown in the 5 0.38
works/activities shown in the
Education 5. Plus Factor 10% the MOV submitted the MOV submitted MOV submitted
that MOV submitted
Services Submitted at
contribute to the Submitted 3 Submitted 2 Submitted any 1 No
teaching-learning least 4 different
different kinds different kinds of the acceptable
process. Efficiency kinds of 5
of acceptable of acceptable acceptable evidence
acceptable
MOV MOV MOV was shown
MOV
Timeline
ss
RATING FOR
OVERALL 3.82
ACCOMPLISHMENTS

MARK ANTHONY RAGUDO GLENYS C. SANTIAGO MARY ANN C. MADRID

Ratee Head Teacher I / Rater School Principal II/ Approving Authority
 COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
Self-Management Teamwork
1. Sets personal goals and directions, needs and development. 1. Willingly does his/her share of responsibility.
2. Understands personal actions and behavior that are clear and purposive and takes into account 2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the
personal goals and values congruent to that of the organization. 2.8 organization. 2.4
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals. 3. Applies negotiation principles in arriving at win-win agreements.
4. Prioritize work tasks and schedules (through Gantt chants, checklists, etc.) to achieve goals. 4. Drives consensus and team ownership of decisions.
5. Sets high quality, challenging, realistic goals for self and others. 5. Works constructively and collaboratively with others and across organizations to accomplish
organization goals and objectives.
Professionalism and Ethics Service Orientation
1. Demonstrate the values and behavior enshrined in the Norms and Conduct and Ethical Standards 1. Can explain and articulate organizational directions, issues and problems.
for Public Officials and Employees (RA 6713). 2. Takes personal responsibility for dealing with and/or correcting customer service issues and
2. Practice ethical and professional behavior and conduct taking into account the impact of his/her 3.6 concerns. 2.8
actions and decisions. 3. Initiates activities that promote advocacy for men and women empowerment.
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality, 4. Participates in updating office vision, mission, mandates and strategies based on DEPED
good grooming and communication. strategies and directions.
4. Makes personal sacrifices to meet the organization’s needs. 5. Develops and adopts service improvement program through simplified procedures that will further
5. Act with a sense of urgency and responsibility to meet the organization’s needs, improve system enhance service delivery.
and help others improve their effectiveness.
Results Focus Innovation
1. Achieves results with optimal use of time and resources most of the time. 1. Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes
2. Avoids rework, mistakes and wastage through effective work methods by placing organizational and suggests better ways to do things (cost and/or operational efficiency).
needs before personal needs. 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal
3. Delivers error-free outputs most of the time by conforming to standard operating procedures productivity to create higher value and results.
correctly and consistently. Able to produce very satisfactory quality work in terms of 2.17 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions. 2.33
usefulness/acceptability and completeness with no supervision required. 4. Translates creative thinking into tangible changes and solutions that improve the work unit and
4. Expresses a desire to do better and may express frustration at waste or inefficiency. May focus organization.
on new or more precise ways of meeting goals set. 5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the
5. Makes specific changes in the system or in own work methods to improve performance. ability to succeed with minimal resources.
Examples may include doing something better, faster, at a lower cost, more efficiently, or
improving quality, customer satisfaction, morale, without setting any specific goal.

5 – Role model; 4 – Consistently demonstrates; 3 – Most of the time demonstrates; 2 – Sometimes demonstrate; 1 – Rarely demonstrate

OVERALL
2.68
COMPETENCY
RATINGS
 PART IV: DEVELOPMENT PLANS
Strengths Development Needs Action Plan Timeline Resources
(Recommended Needed
Developmental
Intervention)
A. Teaching Competencies (PPST)
Objective 1, KRA 1 Objective 2, KRA 1 Conduct Numeracy and Year-round Learning and Development
Applied knowledge of Used a range of teaching Literacy Program Team
content within and across strategies that enhance
curriculum teaching areas. learner achievement in Attend trainings/seminars Supervisors / School
literacy and numeracy Heads / Master Teachers
skills. Attend LAC sessions
Local Funds
Coaching and Mentoring

Use teacher’s feedbacks

Adopt teaching strategies of

Objective 1, KRA 2
Managed classroom
structure to engage
learners, individually or in
groups, in meaningful
exploration, discovery and
hands-on activities within a
range of physical learning
environments.
Objective 1, KRA 3
Participated in collegial
discussions that use
teacher and learner
feedback to enrich
teaching practice.
Objective 1, KRA 4
Objective 2, KRA 2
Manage learners’ behavior
constructively by applying
positive and non-violent
discipline to ensure
learning-focused
environments.
Objective 2, KRA 3
Selected, developed,
organized and used
appropriate teaching and
learning resources,
including ICT, to address
learning goals.
Objective 3, KRA 4
experienced/expert
teachers
Attend trainings/seminars
on Child Protection
Attend LAC sessions
Coaching and Mentoring
Coaching and mentoring
Attend seminars/trainings
on ICT
Attend LAC sessions
Coaching and mentoring
Quarterly Supervisors / School
Heads / Master Teachers
Guidance Counselor
Local Funds
Year-round Learning and Development
Team
Supervisors / School
Heads / Master Teachers
ICT experts
Quarterly Learning and Development
Designed, selected, Communicated promptly Team
organized and used and clearly the learner’s
diagnostic, formative and needs, progress and School Heads / Master
summative strategies achievement to key Teachers/Co-teachers
consistent with curriculum stakeholders, including
requirements. parents/guardians.
Objective 2, KRA 5
Performed various related
works/ activities that
contribute to the teaching-
learning process.
B. Core Behavioral Competencies (Dep Ed)
• Professionalism and Understands personal • Coaching • Regular Learning and Development
Ethics actions and behavior that • Incorporate in the next in- coaching Team
• Teamwork are clear and purposive service training (INSET) the • In-service training
• Service Orientation and takes into account training on on April and May Supervisors / School
personal goals and values conceptualization Heads / Master Teachers
congruent to that of the of innovative and ingenious
organizational goals methods and solutions Local Funds

Prioritize work tasks and Coaching and Mentoring

schedules (through Gant
charts, checklist, etc) to
achieve goals

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

Express a desire to do
better and may express
frustration at waste or
inefficiency and may focus
on new or more precise
ways of meeting goals set.

Makes specific changes in

the system or in own work
methods to improve
performance like doing
something better, faster, at
a lower cost, more
efficiently, or improving
quality, customer
satisfaction, morale,
without setting any specific
goal.

Uses ingenious
resourcefulness and the
ability to succeed with
minimal resources.

Applies negotiation
principles in arriving at win-
win agreements
Feedback:

MARK ANTHONY RAGUDO GLENYS C. SANTIAGO MARY ANN C. MADRID

Ratee Head Teacher I / Rater School Principal II/ Approving Authority