Annex F

Individual Performance Commitment and Review Form (IPCRF)

Name of Employee: LINDO S. LECERA
_______________________ Name of Rater: ________________
Position: Teacher I Position: Principal II
Bureau/Center/Service/Division: DepEd - Schools Division of Zambonga del Norte Date Review: November 2014
Rating Period: June 2014-Macrh 2015
TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATORS (Quality, Efficiency, Timeliness) RATING
MFOs KRA OBJECTIVES TIMELINE ACTUAL RESULTS SCORE
per KRA Q E T Ave.
Basic Teaching -Learning * Prepared Lesson plans or daily June to 10% 5- All daily lesson logs had the following objective that aligned with the CG , indicating Teacher's
Education Process logs of activities. March guide, Manual, Textbook & Module, No. learners within mastery level, No. of learners needing
Services remediation/reinforcement, 4- lacked 1 indicator, 3- lacked 2 indicators, 2- lacked 3 indicators, 1-
lacked 4 indicators 0.000

* Facilitated learning through the June to 20% 5- Has provided learning activities that allow all learners reach their full potential, aligned the
used of instructional materials March lesson objectives, teaching methods, learning activities, instructional materials and other
and innovative teaching resources appropriate to the learners, 4- lacked 1 indicator, 3- lacked 2 indicators, 2- lacked 3
startegies. indicators and 1- lacked 4 indicators 0.000

*Monitored attendance, June to 10% 5- Has checked daily attendance, provided equal opportunities, recognized fairness and
maintained safe and motivating March consideration among learners and maintained safe and orderly classroom, 4- lacked 1 indicator, 3-
environment, cleanliness and lacked 2 indicators, 2- lacked 3 indicators and 1- lacked 4 indicators
orderliness of classrooms. 0.000

Pupils Outcomes *Checked, recorded, evaluated June to 10% 5-Has conducted valid and reliable formative and summative tests as seen in the pupils portfolio.
and monitored pupil's progress. March Has recorded, enterpreted and used test result in improving teaching learning process and
manifisted fairness in the interpretation of test results, 4- lacked 1 indicator, 3- lacked 2 indicators,
2- lacked 3 indicators and 1- lacked 4 indicators 0.000

*Conducted remediation for slow June to 5% 5- Evidences showed the records of remediation, reinforcement and one-on- one enrichment
learners, reinforcement for March activity. Has listed the benificiaries of the activities and given time allotment as shown in the class
average and enrichment activity program, 4- lacked 1 indicator, 3- lacked 2 indicators , 2- lacked 3 indicators and 1- lacked 4
for the fast learners. indicators 0.000

*Kept and maintained accurate June to 5% 5- Has prepared Teacher's portfolio contains the records of pupils such as; School Forms 1, 2 and 5,
pupils school records. March class record, nutrional status, records of feeding, grading sheets, age profile, form 137, report card
signed by parents, 4- lacked 1 indicator, 3- lacked 2 indicators, 2- lacked 3 indicators and 1- lacked 4 0.000
indicators.
Community Linkages Conducted periodic Homeroom June to 15% 5- Has showed the minutes of meetings conducted, attendance sheet, action plan for pupils that
Meetings. March needs development and Memorandum of Agreement from parents of PARDOs, 4- lacked 1
indicator, 3- lacked 2 indicators, 2- lacked 3 indicators, 1- lacked 4 indicators 0.000

Conducted home visitation of June to 10% 5- 130% percent accomplished, 4- 115%-129% accomplished, 3- 100%-114% accomplished, 2-
PARDOs and pupils needing March 51% to 99% accomplished and 1- below 50%.
academic monitoring/follow-up. 0.000

Initiated projects and activities June to 5% 5- 130% percent accomplished, 4- 115%-129% accomplished, 3- 100%-114% accomplished, 2- 51%
with external funding/ March to 99% accomplished, 1- below 50%.
sponsorship 0.000
 Plus Factor Acted as trainer/facilitator in the June to 5% 5- At least 3 for division level, 4- at least 2 for division level, 3- at least 1 for division level, 2-
national, regional, district and March district level and 1- school level. 0.000
school level

Acted as coach or trainer to June to 2.50%
award winning students or group March
of students in academic and non-
academic contests recognized at
least at the division level.
5- recognize as 1st placer, 4- recognize as 2nd placer, 3- recognize as 3rd placer, 2- recognize as 4th
placer and 1- recognize as 5th placer
0.000

Served as demonstration teacher June to 2.50% 5- national level, 4- regional level, 3- division level, 2- district level and 1- school level.
for peers, cooperating teachers March
resources, teachers in the service
and pre-service teaching 0.000
strategies

* To get the score, the rating is multiplied by the weight assigned OVERALL RATING FOR
ACCOMPLISHMENTS

_____________________ _____________________
Teacher I Principal II Schools Division Superintendent
(Ratee) (Rater) Approving Authority

NUMERICAL RATING ADJECTIVAL RATING
5 OUTSTANDING
4 VERY SATISFACTORY
3 SATISFACTORY
2 UNSATISFACTORY
1 POOR
This rating scale is based on the Civil Service Commision Memorandum Circular No. 06, series of 2012 that sets the guidelines on the establishment and implementation of the Strategic Performance
Management System (SPMS) in all government agencies.
RANGE ADJECTIVAL RATING
4.500-5.000 Outsanding
3.500-4.499 Very Satisfactory
2.500-3.499 Satisfactory
1.500-2.499 Unsatisfactory
below 1.499 Poor
The overall rating/assessment for the
accomplishments shall fall within the following
adjectival ratings and shall be in three (3) decimal
points.
Grievances and Appeals
1. A grievance Committee shall be created in each level of the
organization to act as appeals board and final arbiter of all issues
relating to the implementation of RPMS.
2. The office performance assessment as discussed in the
performance review and evaluation phase shall be final and not
appealable. Any issue/appeal on the initial performance
assessment of an office shall be discussed and decided during
the performance review conference.
DEPED RPMS For Teachers
DESCRIPTION OF MEANING OF RATING
Performance represents an extraordinary level of achievement and commitment in terms of quality and time, technical skills and knowledge, ingenuity,
creativity and initiative. Employees at this performance level should have demonstrated exceptional job mastery in all areas of responsibility. Employee
achievement and contributions to the organizations are of marked excellence.
Performance exceeded expectations. All goals, objectives and target were achieved above the established standards.
Performance met expectations in terms of quality of work, efficiency and timeliness. The most critical annual goals were met.
Performance failed to met expectations, and/or one or more of the most goals were not met.
Performance was consistently below expectations, and/or reasonable progress toward critical goals was not made. Significant improvement is needed in
one or more improtant areas.
SCALE DEFINITION
5 Role Model
4 Consistently demonstrates
3 Most of the time demonstrates
2 Sometimes demonstrates
1 Rarely demostrates
Competencies shall be monitored for developmental purposes. In evaluating the individual's demonstration of competencies, this rating scale shall
apply.
3. Individual employees who feel aggrieved or dissatified with their final performance ratings can file an appeal with the Grievance Committee at
their level within ten (10) working days from date of receipt of notice of their final performance evaluation rating from the rater. The ratee, however,
shall not be allowed to protest the performance ratings of co-employees. Ratings obtained by the ratee can used as basis for reference for
comparison in appealing the individual performance rating.
4. The Grievance Committee shall decide on the appeals within one (1) month from receipt. Appeals lodged at any grievance Committee shall follow
the hierarchical jurisdiction of various Grievance Committees within the agency. For example, the decision of the Division Grievance Committee is
appealable to the Regional Grievance Committee, which decision is in turn appealable to the Central Office Grievance Committee.
5. The decision of the Central Office Grievance Committee is final. DepEd RPMS Form for Teachers
 PART II: COMPETENCIES
CORE BEHAVIORAL COMPETENCIES CORE SKILLS
Self-Management Teamwork Oral Communication
1 Sets personal goals and direction, needs and development. 5 1 Willingly does his/her share of resposibility. 5 1 Follows instructions accurately. 5
2 Undertakes personal actions and behaviors that are clear and purposive and takes 2 Promotes collaboration and removes barriers to teamwork and goal accomplishment 2 Expresses self clearly, fluently and articulately. 5
4 5
into account personal goals and values congruent to that of the organization. across the organization. 3 Uses appropriate medium for the message. 5 4.8
3 Displays emotional maturity and enthusiasm for and is challenged by higher goals. 5 4.6 3 Applies negotiation principles in arriving at win-win agreements. 5 4.8 4 Adjust communication style to others. 5
4 Prioritize work tasks and schedules (through grant chart, checklists, etc.) to 4 Drives consensus and team ownership of decisions. 4 5 Guides discussions between and among peers to meet an objective. 4
4
achieve goals. 5 Works constructively and collaboratively with others and across organizations to Written Communication
5
5 Sets high quality, challenging, realistic goals for self and other. 5 accomplish organizational goals and objectives. 1 Knows the different written business communication formats used
5
Professionalism and Ethics Service Orientation in the Deped
1 Demonstrates the values and behavior enshrined in the Norms of Conduct and 5 1 Can explain and articulate organizational directions, issues and problems. 5 2 Writes routine correspondence/communications, narrative and desciptive
2 Ethical Standards for public officials and employees (RA 6713). 5 2 Takes personal responsibility for dealing with and/or correcting customer service report based on readily available information data with minimal spelling 4
5
3 Practices ethical and professional behavior and conduct taking into account the issues and concerns. or grammatical error/s (e.g. Memos, minutes, etc.). 4.6
5
impact of his/her actions and decisions. 3 Initiates activities that promotes advocacy for men and women empowerment. 4 3 Secures information from required references (i.e., Directories, schedules,
4 Maintains a professional image: being trustwothy, regularity of attendance and 4.83 4 Participates in updating of office vision, mission, mandates and strategies based 4.6 notices, instructions) for specefic purposes. 4
5 5
punctuality, good grooming and communication. on DepEd Strategies and directions. 4 Self- edits words, numbers, phonetic notation and content, if necessary. 5
5 Makes personal sacrifices to meet the organization's needs. 4 5 Develops and adopts service improvement programs through simplified 5 Demonstrates clarity, fluency, impact, conscience and effectiveness in his/
6 Acts with a sense of urgency and responsibility to meet the organization's needs, procedures that will further enhance service delivery. 4 her written communications. 5
5
improve systems and help others improve their effectiveness. Computer/ICT Skills
Result Focus Innovation 1 Prepares basic compositions (e.g., letters, reports, spreadsheets and
4
1 Achieves results with optimal use of time and resources most of the time. 4 1 Examines the root cause of problems and suggests effective solution. Fosters graphics presentation using Word Processing and Excel.
2 Avoids rework, mistakes and wasted through effective work methods by placing new ideas, processes and suggests better ways to do things (cost and/or 5 2 Identifies different computer parts, turns the computer on/off, and work on
5
organizational needs before personal needs. oprational efficiency). a given task with acceptable speed and accuracy and connects 4
3 Delivers error-free outputs most of the time by conforming to standard operating 2 Demonstrates an ability to think "beyond the box". Continuously focuses on computer peripherals ( e.g. Printers, modems, multimedia projectors, etc).
5
procedures correctly and consitently. Able to produce very satisfactory quality of work 5 improving personal productivity to create higher value and results. 3 Prepares simple presentation using Powerpoint. 5 4.2
in terms of usefulness/acceptability and completeness with no supervisio required. 4.67 3 Promotes a creative climate and inspires co-workers to develop original ideas or 4.6 4 Utilizes technologies to: access information to enhance professional
4
4 Expresses a desire to do better and may express frustration at waste or inefficiency. 4 solutions. productivity, assists in conducting research and communicate through local 4
5 May focus on new or more precise ways of meeting goals set. 5 4 Translates creative thinking into tangible changes and solutions that improve the and global professional networks.
4
6 Makes specific changes in the system or in own work method to improve performance. 5 work unit and organization. 5 Recommends appropriate and updated technology to enhance productivity
7 Examples may include doing something better, faster, at a lower cost, more efficiently; 5 Uses ingenious methods to accomplish responsibilities. Demonstrates and professional practice. 4
5 5
or improving quality, customer satisfaction, morale, without setting any specific goal. resourcefulness and the ability to succeed with minimal resources.

5- role model, 4- consistently demonstrates, 3- most of the time demonstrates, OVERALL COMPETENCY RATINGS
2- sometimes demonstrates, 1- rarely demonstrates
CORE BEHAVIORAL COMPETENCIES 4.683
CORE SKILLS 4.533
OVERALL RATING 4.608

DepEd RPMS Form for Teachers

 PART III: SUMMARY OF RATINGS FOR DISCUSSION
Final Performance results Rating Adjectival Rating

Accomplishments of KRAs and Objectives 4.51 OUTSTANDING

Rater- Ratee Agreement

The signatures below confirm that the employee and his/her superior have agreed on content of this appraisal form and the performance rating.

Name of Employee ANGELICA P. CRUZ Name of Superior SHERRYLYN S. CABRERA

Signature Signature

PART IV: DEVELOPMENTAL PLANS

Action Plan (Recommended

Developmental Intervention)
Strengths Developmental Needs Timeline Resources Needed

Professionalism & Ethics Computer/ ICT Skills Ask the administrators to enhance
teachers computer/technology
updates during the INSET. SY. 2019-2020 Resource Speaker

Oral Communication Innovations Ask the administrators to discuss

different teaching innovations during
the INSET. SY. 2019-2020 Resource Speaker

ANGELICA P. CRUZ LUCIA B. GAMMAD SHERRYLYN S. CABRERA

Teacher II MT II/PCI Head Teacher I/OIC
(Ratee) (Rater) (Approving Authority)

DepEd RPMS Form for Teachers

 PERFORMANCE MONITORING AND COACHING FORM

IMPACT ON JOB/ SIGNATURE

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT
ACTION PLAN (RATER/RATEE)