INDIVIDUAL PERFORMANCE AND COMMITMENT FORM (IPCRF)

for Teacher I,II,III

NAME OF EMPLOYEE: GERALD N. ROJAS NAME OF RATER: LUZ C. TUGAOEN
POSITION: TEACHER III POSITION: MT I
REVIEW PERIOD: SY 2016-2017 DAT OF PHASE: APRIL 17, 2017
DIVISION:COTABATO CITY
TO BE FILLED
TO BE FILLED IN DURING PLANNING DURING
EVALUATION
TIM WEIGHT ACTUAL RA SCOR
MFO KRA OBJECTIVES ELIN /KRA PERFORMANCE INDICATORS RESULT TIN E
E G
QUALIY EFFECIENCY TIMELINE Q E T
K to 12 1. A. From June 2016 to March 2017 JUNE 15% Prepared 260 or more lesson 100% of the DLL/DLP Submitted 4 4 4 4.00 0.60
Basic Teaching- developed daily lesson 2016 5 plans with complete content suited to the DLL/DLP one day
Educati Learning plans/learning logs and TO components and with needs of the learners before the
on
Process appropriate learning materials MAR appropriate and adequate deadline
Imple
mentat (40) through some use of localization CH instructional materials checked
ion and contextualization (if 2017 by MT’s/Tl/SH/Department
applicable) to meet the needs of Head
the learners
Prepared 172 to 259 lesson 90% of the DLL/DLP Submitted
4 plans with complete content suited to the DLL/DLP on the
components and with needs of the learners deadline
appropriate and adequate
instructional materials checked
by MT’s/Tl/SH

Prepared 150 to 171 lesson 85% of the DLL/DLP Submitted

plans with complete content suited to the DLL/DLP one day
3 components but with needs of the learners after the
inappropriate or inadequate deadline
instructional materials checked
by the MT’s/HT/SH

B. From June 2016 to march 2017
provided both individualized and
group instruction in all classes
assigned as teaching load for the
current school year through
different strategies to enrich
learning outcomes
Prepared 101 to 149 lesson 75% of the DLL/DLP Submitted
2 plans with incomplete content suited to the DLL/DLP 2 days
components and inappropriate needs of the learners after the
instructional materials checked deadline
by MT’s/HT/SH
Prepared 100 or less lesson 60% of the DLL/DLP Submitted
1 plans and no instructional content suited to the DLL.DLP 3 days
materials needs of the learners after the
deadline
JUNE 10% 5 The teacher established 100% individualized and Provided on the 5 4 4 4.33 0.43
2016 challenging and measurable group instructions in all target date
TO goals for students learning that handled classes were
MAR is aligned with the (DepEd provided
CH standards or Philippine
2017 Secondary Learning
Competencies (PSLC)
curriculum
-has provided individual/group
activities for all the classes
handled for the rating period
-Teaching methods and
strategies elicited interaction
form the whole class
-Inductive/deductive method
was used in teaching a lesson
-Results of student
observation/appraisal are used
as basis for follow-up
4 Met 3 out of 4 indicators 95% individualized and Provided 1 day
group instructions in all after the target
handled classes were date
provided
3 Met 2 out of 4 indicators 90% individualized and Provided 2day
group instructions in all after the target
handled classes were date
provided
2 Met 1 out of 4 indicators 80% individualized and Provided 3 days
group instructions in all after the target
handled classes were date
 provided

1 Did not meet any of the individualized and group Were not
indicators instructions in all handled provided
classes were not
provided
C. Facilitated three engaging JUNE 5% 5 Facilitated 16 or more 100% of the students Provided on the 5 4 4 4.33 0.22
lessons with the help of ICT every 2016 engaging ICT lessons for the increase academic target date
quarter 9 (total of 12 ICT lessons TO whole school year performance with the aid
for the whole school year MAR of ICT integration.
CH 4 Facilitated 14 to 15 engaging 95% of the students Provided 1 day
2017 ICT lessons increase academic after the target
performance with the aid date
of ICT integration.
3 Facilitated 12 to 13 engaging 90% of the students Provided 2day
ICT lessons increase academic after the target
performance with the aid date
of ICT integration.
2 Facilitated 10 to 11 engaging 85% of the students Provided 3 days
ICT lessons increase academic after the target
performance with the aid date
of ICT integration.
1 Facilitated 9 or less engaging 80% of the students Were not
ICT lessons increase academic provided
performance with the aid
of ICT integration.
D. Held demonstration teaching JUNE 5 Met all the indicators with ICT 100% of the students
lessons in class once every grading 2016 integration exhibited analytical, note
period. Four lessons observations TO taking and retention ,as
focusing on MAR evidenced by what was
- higher order thinking skills CH written in their
-note taking skills 2017 notebooks and the scores
-study skills of their quizzes and tests
-retention skills 4 Met 3 out of 4 indicators 90% of the students
exhibited analytical, note
taking and retention ,as
evidenced by what was
written in their
notebooks and the scores

D. Employed
remediation/intervention (eg.
Remedial lesson, home visitation,
independent/ cooperative
learning to improve learners’
discipline and learning area
performance especially the low
performing ones, the students at
risk of dropping out
(SaRDO/PARDO) every end of the
quarter.
3 Met 2 out of 4 indicators
2 Met 1 out of 4 indicators
1 Did not meet any of the
indicators
JUNE 10% 5 Evidences showed that the
2016 teacher was able to track
TO students progress and
MAR provided the necessary
CH scaffold for students to
2017 improve
-A culture of helping each
other and being responsible
for their learning was
manifested in student
behavior
-Remediation was offered and
was taken by students who
need it
-The general average of the
class increased by 2% at the
end of the school year
4 Met 3 out of 4 indicators
of their quizzes and tests
85% of the students
exhibited analytical, note
taking and retention ,as
evidenced by what was
written in their
notebooks and the scores
of their quizzes and tests
75% of the students
exhibited analytical, note
taking and retention ,as
evidenced by what was
written in their
notebooks and the scores
of their quizzes and tests
Did not meet the
indicators
Increase by 5% the MPS 4 4 4 4.33 0.40
on the academic
performance of the
learners
Increase by 4% the MPS
on the academic
performance of the
learners

2. Pupils A. Administered group teacher-
Outcomes made and standardized tests set
(30) by the Region/Division/school for
the current school year through
identifying least learned
competencies and item analysis
to determine the students who
will undergo remediation every
end on the quarter
3 Met 2 out of 4 indicators
2 Met 1 out of 4 indicators
1 Did not meet any of the
indicators
JUNE 10% 5 Prepared and administered 4
2016 summative tests (Written or
TO Performance) with Table of
MAR Specifications (TOS)/Rubrics
CH within the quarter
2017
4 Prepared and administered 4
summative tests (Written or
Performance) with Table of
Specifications (TOS) but did
not covers the rubrics within
the quarter
3 Prepared and administered 4
summative tests (Written or
Performance) but no Table of
Specifications (TOS)
2 Prepared but did not
administered 4 summative
tests (Written or Performance
Increase by3 % the MPS
on the academic
performance of the
learners
Increase by 2% the MPS
on the academic
performance of the
learners
Did no increase the MPS
on the academic
performance of the
learners
Written test items/ 5 5 5 5 0.50
Performance Test and
TOS/Rubrics are aligned
and within the covered
skills or completed for
the given period/week
Written test items/
Performance Test and
TOS/Rubrics are aligned
and not within the
covered skills or
completed for the given
period/week
Written test items/
Performance Test and
TOS/Rubrics are not
aligned and within the
covered skills or
completed for the given
period/week
Written test items/
Performance Test and
TOS/Rubrics are not
aligned and not within
the covered skills or
completed for the given
period/week
 1 Prepared and administered 4 Written test items/
summative tests (Written or Performance Test and
Performance) with Table of TOS/Rubrics are aligned
Specifications (TOS)/Rubrics and within the covered
within the quarter skills or completed for
the given period/week
B. Monitored and evaluated student JUNE 10% 5 Evidences showed that the 100% of the students Issued F 138 to 4 4 4 4.33 0.40
progress for every activity and 2016 teacher was able to track under remedial classes students/parent
encouraged the class to be TO student progress and provided achieved 100-85% on the prescribed
responsible for their own and each MAR the necessary scaffold for Mastery level date
other’s learning. CH students to improve
Assessed learning objectively for 2017 -a culture of helping each
differentiated instruction through other and being responsible
-assessment for learning(formative) for their learning was
-Assessment as learning (reflective) manifested in student
-assessment of learning behavior
(summative) -Remediation was offered and
was taken by students who
need it
-The general average of the
class increased by 2%at the
end of the school year
4 Met 3 out 4 indicators 85% of the students Issued F 138 to
under remedial classes students/parents
achieved 100-85% 1 day after the
Mastery level prescribed date
3 Met 2 out 4 indicators 75% of the students Issued F 138 to
under remedial classes students/parents
achieved 100-85% 2 days after the
Mastery level prescribed date
2 Met 1 out 4 indicators 60% of the students Issued F 138 to
under remedial classes students/parents
achieved 100-85% 3 day after the
Mastery level prescribed date
1 Did not meet any of the 50% of the students Issued F 138 to
indicators under remedial classes students/parents
achieved 100-85% 1 week after the
Mastery level prescribed date
 C. Increased the general average of JUNE 10% 5 Evidences showed that the Increase by 2% the MPS 4 4 4 4.33 0.40
student scores by 2% at the end 2016 teacher was able to track on the academic
of the school year TO student progress and provided performance of the
MAR the necessary scaffold for learners
CH students to improve
2017 -a culture of helping each
other and being responsible
for their learning was
manifested in student
behavior
-Remediation was offered and
was taken by students who
need it
-The general average of the
class increased by 2%at the
end of the school year
4 Met 3 out 4 indicators Increase by 1% the MPS
on the academic
performance of the
learners
3 Met 2 out 4 indicators Increase by 0.5% the MPS
on the academic
performance of the
learners
2 Met 1 out 4 indicators Increase by 0 .25% the
MPS on the academic
performance of the
learners
1 Did not meet any of the Did no increase the MPS
indicators on the academic
performance of the
learners
3. A. Communicated with parents (in JUNE 5% 5 Results were evident through Conducted 4 Homeroom Conducted 4 5 4 4 4.33 0.22
Communit writing or through conferences) 2016 increased parent involvement PTA meetings HRPTA meetings
y to discuss learner’s progress and TO in their child’s learning on the prescribed
Involveme the current school program for MAR development date
nt (10) learning every quarter CH -Learning gaps of slow learners
2017 improved 2 grades higher from
their initial assessment
 4 Results were evident through Conducted 3 Homeroom Conducted 3
increased parent involvement PTA meetings HRPTA meetings
in their child’s learning on the prescribed
development date
-Learning gaps of slow learners
improved 1 grade higher from
their initial assessment
-Only 2 of the scheduled
parenting seminars pushed
through
3 Results were evident through Conducted 2 Homeroom Conducted 2
increased parent involvement PTA meetings HRPTA meetings
in their child’s learning on the prescribed
development. date
-Learning gaps of slow learners
improved in their ability
-Only 1 of the scheduled
parenting seminars pushed
through
2 Learning gaps of slow learners Conducted 1 Homeroom Conducted 1
remained the same PTA meetings HRPTA meetings
on the prescribed
date
1 Slow learners felt frustrated Did not conduct Did not
and dropped out of the Homeroom PTA meeting conducted
tutorial program HRPTA meetings
on the prescribed
date
B. Provided seminars to parents on From 5% 5 Conducted (monthly) school- 100% of parents 4 4 4 4 0.2
enhancing student learning at the 2nd wide advocacy program to attended the
beginning (June). Middle qtr promote school PPAs seminars/training/orient
(October) and end of the year to 4th Prepared CAP approved and ation
(February) qtr used by school to gain support

4 Conducted (monthly) school- 90% of parents attended

wide advocacy program to the
promote school PPAs seminars/training/orient
 Prepared CAP approved and ation
used by school to gain support
3 Conducted (quarterly) school- 85% of parents attended
wide advocacy program to the
promote school PPAs. seminars/training/orient
Prepared CAP approved and ation
used by school to gain support
2 Conducted (annually) school- 75% of parents attended
wide advocacy program to the
promote school PPAs seminars/training/orient
Prepared CAP approved and ation
used by school to gain support
1 No school-wide advocacy No attendance
program conducted
4. A. Attended teacher training or JUNE 4% 5 Evidences showed that training Attended at least 1 Arrived at the 5 4 4 4.33 0.22
Profession seminar to improve teaching 2016 led to improvement of National level 3-day venue on time
al Growth competency at least twice a year TO teaching competency through training or 2 Regional
and for personal development MAR improved lesson plans, Level 3 day training or 3
Developm CH implementation and strategy Division 3 day training
ent (10) 2017 -Skills learned in training were
shared with other teachers
-Professional development
workshops/talks/seminar were
facilitated at least once every
semester
-Inputs in discussions were
considered and helped in
improving policy especially on
school effectiveness
-Introduce new strategies
contributing to the
improvement of the teaching
learning process
4 Met 3 out of 4 indicators Attended 1 regional Level With 1 instances
3 day training or 2 of tardiness
Division Level 3 day
training
3 Met 2 out of 4 indicators Attended I Regional Level With 2 instances
3 day training or 3 of tardiness

B. Facilitated professional
development through
workshops/seminar/competition
for teachers at least once every
semester.
Division Level 2-day
training or 4 division level
1 day training
2 Met 1 out of 4 indicators Attended 2 Division Level With 3 instances
2-day training or 3 of tardiness
Division Level 1-day
training
1 Did not met any of the Attended 1 division level With 4 instances
indicators 2-day training or 2 of tardiness
Division Level 1 -day
training
JUNE 6% 5 Served as trainer/coach and 4 4 4 3.67 0.20
2016 won first place in any
TO competition or Received
MAR National Level commendation
CH from DepEd or recognized
2017 organization
4 Served as trainer/coach and
won 2nd place in any
competition or Received
regional Level commendation
from DepEd or recognized
organization
3 Served as trainer/coach and
won 3rd place in any
competition or Received
Division Level commendation
from DepEd or recognized
organization
2 Served as trainer/coach and
won 4th place in any
competition or Received
District Level commendation
from DepEd or recognized
organization
1 Served as trainer/coach and
won 5th place in any
competition or Received
School Level commendation
 from DepEd or recognized
organization
5. A. Decreased average rate of JUNE 5% 5 There is a 1% decrease in the At least one (1) division 3 3 3 3 0.15
Advisory absenteeism and behavioral 2016 rate of absenteeism every level or 5 school level
Class offenses by 1% every quarter by TO quarter.
Managem tracking students attendance and MAR There is a 1% of the students
ent guidance record (physical, CH in the class were monitored
emotional, mental) monitoring 2017 every quarter
every quarter 4 Met 3 out of 4 indicators At least 3School level

3 Met 2 out of 4 indicators 2 school level

2 Met 1 out of 4 indicators 1 school level

1 Did not met any of the No Demo

indicators teaching/speaker/facilita
tor
B. Conducted health (physical, Every 3% 5 There is a 1% decrease in the 4 4 4 4.33 0.26
emotional, mental) monitoring Quar rate of absenteeism every
every quarter ter quarter
-There is a 1% decrease of
students going to the guidance
office.
- There is also a corresponding
decrease in parents being
called to the guidance office
for serious offenses
4 Met 3 out of 4 indicators

3 Met 2 out of 4 indicators

2 Met 1 out of 4 indicators

1 Did not met any of the

indicators
6. PLUS A. Prepared, implemented and JUNE 5 5 Accomplished and submitted Accomplished 100% of Submitted all 0 0 0 0
FACTOR evaluated an Action Plan based 2016 the needed reports with no the needed reports documents I day
Additional on the purposes of the special TO revision with complete before the due
assignment assignments MAR supporting documents date
 related to CH 4 Accomplished and submitted Accomplished 90% of the Submitted on
instruction 2017 the needs report with minor needed reports the due date
on top of revisions
job
3 Accomplished and submitted Accomplished 80% of the Submitted 1 day
description
with major revisions with needed reports after the due
(10)
incomplete supporting date
documents
2 Accomplished and submitted Accomplished 75% of the Submitted 2 day
reports with over all revision needed reports after the due
date
1 No reports submitted No accomplished of the Submitted 1
needed report week after the
due date
100% 100 4.11

Overall Rating for Accomplishments VS

*MFO – Major Final Output: increased access rate, increased retention rate/decreased -out
rate and increased achievement rate

LUZ C. TUGAOEN, MT – I GERALD N. ROJAS, T - III

Rater Ratee
Date Signed: October 17, 2017 Date Signed: October 17, 2017

Approved by: ABDULKALIM D. AMPATUAN

Principal II
 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating Adjectival Rating

Accomplishments of KRAs and Objectives

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: GERALD N. ROJAS, T - III Name of Superior: ABDULKALIM D. AMPATUAN

Signature Signature

Date: Date:

PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs Timeline Resources Needed
(Recommended Development Intervention)

Rater Ratee Approving Authority