Standard IPCRF 2018 For Teachers Final Version (Fixed Cells To Fit 8.5 X 13) B

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCR
Name of Employee: RICHARD R. RAQUENO Name of Rater: PETER JOHN A. FRIAL, ED.D.
Position: Position:
Bureau/Center/Service/Division:https://www.depedtambayanph.org Date of Review:
Rating Period:
TO BE FILLED OUT DURING PLANNING
Performance Indicators
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory
QET
(5) Satisfactory (4) (3)
Basic Education 1. Content 1. Applied Quality
Services Knowledge knowledge of Showed Showed Showed
and content within knowledge of knowledge of knowledge of
Pedagogy and across content and its content and its content and its
curriculum integration within integration within integration within
teaching areas. and across and across and across
subject areas as subject areas as subject areas as
7.5% shown in MOV 1 shown in MOV 1 shown in MOV 1
with a rating of 7 with a rating of 6 with a rating of 5
Efficiency Submitted at Submitted 3 Submitted 2
least 4 lessons lessons using lessons using
using MOV 1 and MOV 1 and MOV 1 and
supported by any supported by any supported by any
1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV
Timeliness
Basic Education 2. Used a range Quality Facilitated using Facilitated using Facilitated using
Services of teaching different teaching different teaching different teaching
strategies that strategies that strategies that strategies that
enhance promote reading promote reading promote reading
learner writing and/or writing and/or writing and/or
schievement in numeracy skills numeracy skills numeracy skills
literacy and as shown in MOV as shown in MOV as shown in MOV
numeracy skills 1 with a rating of 1 with a rating of 1 with a rating of
7 6 5
7.5% Efficiency Submitted at least Submitted 3 Submitted 2
4 learner-centered learner-centered learner-centered
lessons as lessons as lessons as
evidently shown in
evidently shown evidently shown
MOV 1 and
supported by any 1 in MOV 1 and in MOV 1 and
of the other MOV supported by any supported by any
given 1 of the other 1 of the other
MOV given MOV given
Timeliness
QET
Basic Education 1. Content 3. Applied a Quality Used different Used different Used different
Services Knowledge and range of teaching teaching strategies teaching strategies teaching strategies
Pedagogy strategies to that develop critical that develop critical that develop critical
develop critical and creative and creative and creative
and creative thinking skills thinking skills thinking skills
thinking, as well and/or other HOTS and/or other HOTS and/or other HOTS
as other higher 7.5% as shown in MOV 1 as shown in MOV 1 as shown in MOV 1
order thinking with a rating of 7 with a rating of 6 with a rating of 5
skills.
Basic Education 1. Content 3. Applied a Quality Used different Used different Used different
Services Knowledge and range of teaching teaching strategies teaching strategies teaching strategies
Pedagogy strategies to that develop critical that develop critical that develop critical
develop critical and creative and creative and creative
and creative thinking skills thinking skills thinking skills
thinking, as well and/or other HOTS and/or other HOTS and/or other HOTS
as other higher 7.5% as shown in MOV 1 as shown in MOV 1 as shown in MOV 1
order thinking Efficiency Submitted
with a ratingat of
least
7 Submitted 3 of 6 Submitted
with a rating 2 of 5
with a rating
skills. 4 lessons as lessons as lessons as
evidenced by MOV evidenced by MOV evidenced by MOV
1 and supported by 1 and supported by 1 and supported by
any 1 of the other any 1 of the other any 1 of the other
Timeliness Used
given classroom
MOV given classroom
Used MOV given classroom
Used MOV
Basic Education 2. Learning 4. Managed Quality management management management
Services Environment classroom strategies that strategies that strategies that
and Diversity of structure to engage learners in engage learners in engage learners in
Learners engage learners, activities/tasks as activities/tasks as activities/tasks as
individually or in shown
Submittedin MOV 1 shown in MOV 1 shown in MOV 1
at least
groups, in 7.5% with a rating of 7 with
4 lessons a rating
Submitted 3 of 6 with a rating
Submitted 2 of 5
meanigful Efficiency supported by MOV lessons supported lessons supported
exploration, 1 and any 1 of the by MOV 1 and any by MOV 1 and any
discovery and other acceptable 1 of the other 1 of the other
hands-on MOV acceptable MOV acceptable MOV
activities within a Timeliness
Basic Education range of physical
5. Managed Quality Applied teacher Applied teacher Applied teacher
Services learning
learner behavior management management management
environments.
constructively by strategies of strategies of strategies of
applying positive learner behavior learner behavior learner behavior
and non-violent that promote that promote that promote
discipline to positive and non- positive and non- positive and non-
ensure learning- violent discipline as violent discipline as violent discipline as
focused 7.5% shown in MOV shown in MOV shown in MOV
environment submitted with a submitted with a submitted with a
Efficiency Submitted
rating of 7 at least Submitted
rating of 6 at least Submitted
rating of 5 at least
4 of the given 4 of the given 4 of the given
strategies as strategies as strategies as
observed in at least observed in 3 observed in 2
4 lessons lessons lessons
Timeliness
QET
Basic Education 2. Learning 6. Used Quality Applied Applied Applied
Services Environment differentiated, differentiated differentiated differentiated
and Diversity developmentall teaching teaching teaching
of Learners y appropriate strategies to strategies to strategies to
learning address learner address learner address learner
experiences to diversity as diversity as diversity as
address shown in MOV 1 shown in MOV 1 shown in MOV 1
learners’ with a rating of 7 with a rating of 6 with a rating of 5
gender, needs,
strengths,
interests and 7.5%
experiences.
and Diversity developmentall
of Learners y appropriate
learning
experiences to
address
learners’
gender, needs, Efficiency Submitted at Submitted 3 Submitted 2
strengths, least 4 differentiated differentiated
interests and 7.5% differentiated teaching teaching
experiences. teaching strategies in at strategies in 2
strategies in at least 2 lessons lessons as
least 2 lessons as evidenced by evidenced by
as evidenced by MOV 1 and MOV 1 and
MOV 1 and supported by any supported by any
supported by any 1 of the other 1 of the other
1 of the other acceptable MOV acceptable MOV
acceptable MOV
Timeliness
Basic Education 3. Curriculum 7. Planned, Quality Planned and Planned and Planned and
Services and Planning managed and implemented implemented implemented
implemented developmentally developmentally developmentally
developmentall sequenced sequenced sequenced
y sequenced teaching and teaching and teaching and
teaching and learning process learning process learning process
learning as shown in MOV as shown in MOV as shown in MOV
processes to 1 with a rating of 1 with a rating of 1 with a rating of
meet curriculum 7 6 5
requirements Efficiency Submitted at Submitted 3 Submitted 2
and varied least 4 developmentally developmentally
7.5%
teaching developmentally sequenced sequenced
contexts. sequenced teaching and teaching and
teaching and learning process learning process
learning process as evidently as evidently
as evidently shown in MOV 1 shown in MOV 1
shown in MOV 1 and supported by and supported by
and supported by any 1 of the other any 1 of the other
any 1 of the other given MOV given MOV
given MOV
Timeliness
QET
Basic Education 3. Curriculum 8. Participated Quality Consistently Frequently Occasionally
Services and Planning in collegial participated in participated in participated in
discussions that LACs/FGDs/meet LACs/FGDs/meet LACs/FGDs/
use teacher ings to discuss ings to discuss meetings to
and learner teacher/learner teacher/learner discuss
feedback to feedback to feedback to teacher/learner
enrich teaching enrich instruction enrich instruction feedback to
practice. as shown in the as shown in the enrich instruction
MOV submitted MOV submitted as shown in the
7.5% MOV submitted
Efficiency Participated in at Participated in 3 Participated in 2
least 4 LACs/FGDs/meet LACs/FGDs/meet
LACs/FGDs/meet ings as evidently ings as evidently
ings as evidently shown in any 1 of shown in any 1 of
shown in any 1 of the given MOV the given MOV
the given MOV
practice.
7.5%
Efficiency Participated in at Participated in 3 Participated in 2

least 4 LACs/FGDs/meet LACs/FGDs/meet
LACs/FGDs/meet ings as evidently ings as evidently
ings as evidently shown in any 1 of shown in any 1 of
shown in any 1 of the given MOV the given MOV
the given MOV
Timeliness
Basic Education 9. Selected, Quality Developed and Developed and Developed and
Services developed, used varied used varied used varied
organized and teaching and teaching and teaching and
used learning learning learning
appropriate resources, resources, resources,
teaching and including ICT, to including ICT, to including ICT, to
learning address learning address learning address learning
resources, goals as shown goals as shown goals as shown
including ICT, in MOV 1 with a in MOV 1 with a in MOV 1 with a
to address rating of 7 rating of 6 rating of 5
learning goals.
Efficiency Submitted 3 Submitted 2
7.5% Submitted at
varied teaching varied teaching
least 4 varied
and learning and learning
teaching and
resources, resources,
learning
including ICT, as including ICT, as
resources,
including ICT, as
in MOV 1 and in MOV 1 and
evidently shown
supported by any supported by any
in MOV 1 and
1 of the 1 of the
supported by any
acceptable MOV acceptable MOV
1 of the
acceptable MOV
Timeliness
QET
Basic Education 4. 10. Designed, Quality Designed, Designed, Designed,
Services Assessment selected, selected, selected, selected,
and organized and organized and organized and organized and
Reporting used used diagnostic, used diagnostic, used diagnostic,
diagnostic, formative and formative and formative and
formative and summative summative summative
summative assessment assessment assessment
assessment strategies strategies strategies
strategies consistent with consistent with consistent with
consistent with curriculum curriculum curriculum
curriculum requirements as requirements as requirements as
requirements. shown in MOV 1 shown in MOV 1 shown in MOV 1
7.5% with a rating of 7 with a rating of 6 with a rating of 5

least 4 varied varied varied
assessment tools assessment tools assessment tools
as evidently as evidently as evidently
shown in any 1 of shown in any 1 of shown in any 1
the acceptable the acceptable of the acceptable
MOV MOV MOV
7.5%

least 4 varied varied varied
assessment tools assessment tools assessment tools
as evidently as evidently as evidently
shown in any 1 of shown in any 1 of shown in any 1
the acceptable the acceptable of the acceptable
MOV MOV MOV
Timeliness
Basic Education 11. Monitored Quality Consistently Frequently Occasionally
Services and evaluated monitored and monitored and monitored and
learner evaluated learner evaluated learner evaluated learner
progress and progress and progress and progress and
achievement achievement achievement achievement
using learner using learner using learner using learner
attainment attainment data attainment data attainment data
data. as shown in the as shown in the as shown in the
7.5% MOV submitted MOV submitted MOV submitted
Efficiency Submitted a Submitted a
Submitted a
combination of at combination of 2
combination of 3
least 4 of the of the acceptable
of the acceptable
acceptable MOV MOV
MOV
TimelinessSubmitted MOV Submitted MOV Submitted MOV
were distributed were distributed were distributed
across 4 quarters across 3 quarters across 2 quarters
QET
Basic Education 4. 12.Communica Quality Consistently Frequently Occasionally
Services Assessment ted promptly showed prompt showed prompt showed prompt
and and clearly the and clear and clear and clear
Reporting learners’ needs, communication of communication of communication of
progress and the learners’ the learners’ the learners’
achievement to needs, progress needs, progress needs, progress
key and achievement and achievement and achievement
stakeholders, to key to key to key
including stakeholders, stakeholders, stakeholders,
parents/ including parents/ including parents/ including parents/
guardians. guardians as guardians as guardians as
7.5% shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted
Efficienc Submitted a Submitted a Submitted a

y combination of at combination of 3 combination of 2
least 4 of the of the acceptable of the acceptable
acceptable MOV MOV MOV
TimelinessSubmitted MOV Submitted MOV Submitted MOV
were distributed were distributed were distributed
across 4 quarters across 3 quarters across 2 quarters
Basic Education 5. Plus Factor 13. Performed Quality Consistently Frequently Occasionally
Services various related performed performed performed
works/activities various related various related various related
that contribute work/activities work/activities work/activities
to the teaching- that contribute to that contribute to that contribute to
learning the teaching the teaching the teaching
process. learning process learning process learning process
10% as shown in the as shown in the as shown in the
Basic Education 5. Plus Factor 13. Performed Quality Consistently Frequently Occasionally
Services various related performed performed performed
works/activities various related various related various related
that contribute work/activities work/activities work/activities
to the teaching- that contribute to that contribute to that contribute to
learning the teaching the teaching the teaching
process. learning process learning process learning process
10% as shown in the as shown in the as shown in the
MOV submitted MOV submitted MOV submitted

least 4 different different kinds of different kinds of
kinds of acceptable MOV acceptable MOV
acceptable MOV
Timeliness
ADJECTIVAL RATING EQUIVALENCIES

RANGE ADJECTIVAL RATING
4.500-5.000 Outstanding
3.500-4.499 Very Satisfactory
2.500-3.499 Satisfactory
1.500-2.499 Unsatisfactory RICHARD R. RAQUENO PETER JOHN A. FRIAL, E
below 1.499 Poor Ratee Rater
D REVIEW FORM (IPCRF) for Teacher I-III
TER JOHN A. FRIAL, ED.D.
Downloaded at
www.depedtambayanph.org
TO BE FILLED OUT DURING EVALUATION This is the final version released by the Department
ce Indicators We only made some adjustments in the cells to fit ex
Rating
Unsatisfactory Poor Actual Results Ave Score
(2) (1) Q E T
No acceptable 5 5 5.000 0.375
Showed evidence was
knowledge of shown
content and its
integration within
and across
subject areas as
shown in MOV 1
with a rating of 4
Submitted any 1 No acceptable
of the given MOV evidence was
shown
Facilitated using No acceptable 5 5 5.000 0.375

different teaching evidence was
strategies that shown
promote reading
writing and/or
numeracy skills
as shown in MOV
1 with a rating of
4
Submitted 1 No acceptable
learner-centered evidence was
lessons as shown
evidently shown
in any of the
other given MOV
ce Indicators
Rating
(2) (1) Q E T
Used different No acceptable 5 5 5.000 0.375
teaching strategies evidence was
that develop critical shown
and creative
thinking skills
and/or other HOTS
as shown in MOV 1
with a rating of 4
Used different No acceptable 5 5 5.000 0.375
teaching strategies evidence was
that develop critical shown
and creative
thinking skills
and/or other HOTS
as shown in MOV 1
Submitted 1 lesson
with a rating of 4 No acceptable
as evidenced by evidence was
any of the other shown
given MOV
Used classroom
management No acceptable 5 5 5.000 0.375
strategies that evidence was
engage learners in shown
activities/tasks as
shown in MOV 1
with a rating of 4
Submitted 1 lesson No acceptable
supported by any evidence was
of the acceptable shown
MOV
Applied teacher No acceptable 5 5 5.000 0.375

management evidence was
strategies of shown
learner behavior
that promote
positive and non-
violent discipline as
shown in MOV
submitted with a
Submitted
rating of 4 any 1 of No acceptable
the given strategies evidence was
as observed in only shown
1 lesson
ce Indicators
Rating
(2) (1) Q E T
Applied No acceptable 5 5 5.000 0.375
differentiated evidence was
teaching shown
strategies to
address learner
diversity as
shown in MOV 1
with a rating of 4
differentiated evidence was
teaching strategy shown
in only 1 lesson
as evidently
shown in any 1 of
the acceptable
MOV
Planned and No acceptable 5 5 5.000 0.375

implemented evidence was
developmentally shown
sequenced
teaching and
learning process
as shown in MOV
1 with a rating of
4
developmentally evidence was
sequenced shown
teaching and
learning process
as evidently
shown in any 1 of
the given MOV
ce Indicators
Rating
(2) (1) Q E T
Rarely No acceptable 5 5 5.000 0.375
participated in evidence was
LAC/FGD/ shown
meeting to
discuss
teacher/learner
feedback to
enrich instruction
as shown in the
MOV submitted
Participated in 1 No acceptable
LAC/FGD/meetin evidence was
g as evidently shown
shown in any 1 of
the given MOV
Participated in 1 No acceptable
LAC/FGD/meetin evidence was
g as evidently shown
shown in any 1 of
the given MOV
Developed and No acceptable 5 5 5.000 0.375

used varied evidence was
teaching and shown
learning
resources,
including ICT, to
address learning
goals as shown
in MOV 1 with a
rating of 4
Submitted any No acceptable
teaching and evidence was
learning shown
resource,
including ICT, as
evidently shown
in any of the
acceptable MOV
ce Indicators
Rating
(2) (1) Q E T
Designed, No acceptable 5 5 5 0.375
selected, evidence was
organized and shown
used diagnostic,
formative and
summative
assessment
strategies
consistent with
curriculum
requirements as
shown in MOV 1
with a rating of 4
assessment tool evidence was
as evidently shown
shown in any of
the acceptable
MOV
assessment tool evidence was
as evidently shown
shown in any of
the acceptable
MOV
Rarely monitored No acceptable 5 5 5 5.000 0.375

and evaluated evidence was
learner progress shown
and achievement
using learner
attainment data
as shown in the
MOV submitted
acceptable MOV evidence was
shown
Submitted MOV No acceptable

was completed in evidence was
only 1 quarter shown
ce Indicators
Rating
(2) (1) Q E T
Rarely showed No acceptable 5 4 5 4.667 0.35
prompt and clear evidence was
communication of shown
the learners’
needs, progress
and achievement
to key
stakeholders,
including parents/
guardians as
shown in the
MOV submitted

of the given MOV evidence was
shown
Submitted MOV No acceptable

was completed in evidence was
only 1 quarter shown
Rarely performed No acceptable 4 4 4.000 0.400

various related evidence was
work/activities shown
that contribute to
the teaching
learning process
as shown in the
MOV submitted
Rarely performed No acceptable 4 4 4.000 0.400
various related evidence was
work/activities shown
that contribute to
the teaching
learning process
as shown in the
MOV submitted

of the acceptable evidence was
MOV shown
RATING FOR OVER-ALL

ACCOMPLISHMENTS Outstanding 4.875
PETER JOHN A. FRIAL, ED.D.

Rater Approving Authority
tambayanph.org
on released by the Department of Education.
adjustments in the cells to fit exactly 8.5 x 13 bond paper.
INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) S
Teacher I-III (Proficient Teacher)
Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period:
Weight Numerical Ratings

Weight per
KRA Objectives per
KRA Q E
Objective
Objective 1 7.5% 5 5
KRA 1 22.5% Objective 2 7.5% 5 5
KRA 2 22.5% Objective 5 7.5% 5 5
KRA 3 22.5% Objective 8 7.5% 5 5
KRA 4 22.5% Objective 11 7.5% 5 5
Plus Factor 10% Objective 13 10% 4 4
Final R
Adjectival R
0 0
Ratee Rater
W FORM (IPCRF) SUMMARY SHEET
eacher)
Name of Rater:
Position:
Date of Review:
Numerical Ratings
Score
T Ave
5.000 0.375
5.000 0.375
5.000 0.375
5.000 0.375
5.000 0.375
5.000 0.375
5.000 0.375
5.000 0.375
5.000 0.375
5.000 0.375
5 5.000 0.375
5 4.667 0.350
4.000 0.400
Final Rating Outstanding
Adjectival Rating 4.875
0 NAME OF APPROVING AUTHORITY

ater Approving Authority
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCR

Position: Position:
Rating Period:
TO BE FILLED OUT DURING PLANNING
MFOs KRAs Objectives Timeline Weight Outstanding Very
QET
Modeled(5)effective Modeled
Satisfactory (4)
effective
Basic Education 1. Content 1. Modeled effective Qualityapplications of applications of
Services Knowledge and applications of content content
Pedagogy content knowledge knowledge within knowledge within
within and across and across and across
curriculum teaching curriculum curriculum
areas. teaching areas teaching areas
as shown in MOV as shown in MOV
1 with a rating of 1 with a rating of
8 7
7.5%
Efficiency Submitted at Submitted 3
least 4 lessons lessons as
as evidenced by evidenced by
MOV 1 and MOV 1 from
supported by any colleagues and
1 of the other supported by any
MOV given 1 of the other
MOV given
Timeliness
Basic Education 2. Collaborated with Quality Conducted, Conducted and
Services colleagues in the completed and completed action
conduct and disseminated research with
application of action research colleagues
research to enrich with colleagues
knowledge of content
and pedagogy. Efficiency Submitted at Submitted any 3
7.5% least 4 of the of the acceptable
given MOV MOV
Timeliness Presented the Completed the
research report research report
within the rating within the rating
period period
QET
(5) Satisfactory (4)
Basic Education 1. Content 3. Developed and Quality Demonstrated Demonstrated
Services Knowledge and applied effective effective teaching effective teaching
Pedagogy teaching strategies to strategies to strategies to
promote critical and promote critical promote critical
creative thinking, as and creative and creative
well as other higher- thinking, as well thinking, as well
order thinking skills. as other higher- as other higher-
order thinking order thinking
skills as shown in skills as shown in
MOV 1 with a MOV 1 with a
7.5% rating of 8 rating of 7
Efficiency Submitted 4 or Submitted 3
more lessons as lessons as
1 of the other 1 of the other
MOV given MOV given
Timeliness
Basic Education 2. Learning 4. Worked with Quality
Services Environment colleagues to model
and Diversity of and share effective Modeled and Modeled and
Learners techniques in the shared effective shared effective
management of classroom classroom
classroom structure management management
to engage learners, strategies that strategies that
individually or in engage learners engage learners
groups, in meaningful in activities/ tasks in activities/ tasks
exploration, done in different done in different
discovery and hands- 7.5% physical learning physical learning
on activities within a environments as environments as
range of physical shown in MOV 1 shown in MOV 1
learning with a rating of 8 with a rating of 7
environments.environ Efficiency Submitted at Submitted 3
ments. least 4 lessons lessons
supported by supported by
MOV 1 and any 1 MOV 1 and any
of the other 1 of the other
Timeliness
QET
Basic Education 2. Learning 5. Exhibited effective Quality Exhibited Exhibited
Services Environment and constructive effective and effective and
and Diversity of behavior constructive constructive
Learners management skills by behavior behavior
applying positive and management management
non-violent discipline skills by applying skills by applying
to ensure learning- positive and non- positive and non-
focused violent discipline violent discipline
environments. to ensure to ensure
7.5% learning-focused learning-focused
environments environments
shown in MOV 1 shown in MOV 1
with a rating of 8 with a rating of 7
Efficiency Applied at least 7 Applied at least 7
of the given of the given
strategies as strategies as
observed in at observed in 3
least 4 lessons lessons
Timeliness
Basic Education 6. Worked with Quality Worked with Worked with
Services colleagues to share colleagues at colleagues in the
differentiated, least in the department or
developmentally district/cluster grade level to
appropriate level to share share lesson
opportunities to lesson
address learners’ Efficiency Submitted at Submitted at
7.5%
differences in least 1 lesson as least 1 lesson as
gender, needs, evidently shown evidently shown
strengths, interests in MOV 1 and in MOV 1 and
and experiences. supported by any supported by any
Timeliness
Basic Education 3. Curriculum 7. Developed and Quality Developed and Developed and
Services and Planning applied effective applied effective applied effective
strategies in the strategies strategies
planning and showing showing
management of developmentally- developmentally-
developmentally sequenced sequenced
sequenced teaching teaching and teaching and
and learning learning process learning process
processes to meet as shown in MOV as shown in MOV
curriculum 7.5% 1 with a rating of 1 with a rating of
requirements and Efficiency 8Submitted at 7Submitted 2-3
varied teaching least 4 lessons lessons as
contexts. as evidenced by evidenced by
MOV 1 and 2 MOV 1 and 2
and supported by and supported by
any 1 of the other any 1 of the other
processes to meet
curriculum 7.5%
requirements and Efficiency Submitted at Submitted 2-3
varied teaching least 4 lessons lessons as
contexts. as evidenced by evidenced by
MOV 1 and 2 MOV 1 and 2
any 1 of the other any 1 of the other
Timeliness
QET
Basic Education 3. Curriculum 8. Reviewed with Quality Consistently Frequently led
Services and Planning colleagues, teacher participated in collaborative
and learner feedback LACs/FGDs/meet reviews of
to plan, facilitate and ings to discuss teacher and
enrich teaching teacher/learner learner feedback
practice. feedback to as evidenced by
enrich instruction the MOV
as shown in the submitted
MOV submitted
7.5% Efficiency Submitted 4 Submitted 3

collaborative collaborative
reviews of reviews of
teacher and teacher and
learner feedback learner feedback
as evidently as evidently
any 1 of the any 1 of the
Timeliness
Basic Education 9. Advised and Quality Consistently Frequently
Services guided colleagues in advised advised
the selection, colleagues in the colleagues in the
organization, selection, selection,
development and use organization, organization,
of appropriate development and development and
teaching and learning appropriate use appropriate use
resources, including of teaching and of teaching and
ICT, to address learning learning
specific learning 7.5% resources as resources as
goals. shown in the shown in the
MOV submitted MOV submitted
Efficiency Submitted at Submitted 3
least 4 teaching teaching and
and learning learning
resources as resources as
evidenced by at evidenced by at
least 1 of the least 1 of the
Timeliness
Basic Education 4. Assessment 10. Worked Quality Consistently Frequently
Services and Reporting collaboratively with reviewed reviewed
colleagues to review collaboratively collaboratively
the design, selection, assessment tools assessment tools
organization and use with colleagues with colleagues
of a range of as shown in the as shown in the
effective diagnostic, MOV submitted MOV submitted
formative and 7.5%
summative
assessment
Basic Education 4. Assessment 10. Worked Quality Consistently Frequently
Services and Reporting collaboratively with reviewed reviewed
colleagues to review collaboratively collaboratively
the design, selection, assessment tools assessment tools
organization and use with colleagues with colleagues
of a range of as shown in the as shown in the
effective diagnostic, MOV submitted MOV submitted
formative and 7.5%
summative Efficiency Submitted at Submitted 3
assessment least 4 assessment tools
strategies consistent assessment tools as evidently
with curriculum as evidently shown in any of
requirements. shown in any of the acceptable
the acceptable MOV
Timeliness
MOV
QET
Basic Education 4. Assessment 11. Interpreted Quality Consistently Frequently
Services and Reporting collaboratively collaborated with collaborated with
monitoring and colleagues in the colleagues in the
evaluation strategies interpretation of interpretation of
of attainment data to assessment data assessment data
support learner as shown in the as shown in the
progress and 7.5% MOV submitted MOV submitted
achievement.
Efficiency Submitted at Submitted at
least 2 different least 3 of the
types of MOV same kind of
MOV
Timeliness
Basic Education 12. Applied skills in Quality Consistently Frequently
Services the effective applied skills in applied skills in
communication of the effective the effective
learner needs, communication of communication of
progress and learner needs learner needs
achievement to key and progress to and progress to
stakeholders, parents/ parents/
including 7.5% guardians as guardians as
parents/guardians. shown in the shown in the
Efficiency Submitted at Submitted any 3
least 4 of the MOV
acceptable MOV
Timeliness
Basic Education 5. Plus Factor 13. Performed Quality Consistently Frequently
Services various related performed performed
works/activities that special tasks special tasks
contribute to the and/or and/or
teaching-learning assignments as assignments as
process. 10% shown in the shown in the
Efficiency Submitted at Submitted only 3
least 4 different different kinds of
kinds of acceptable MOV
acceptable MOV
Timeliness
ADJECTIVAL RATING EQUIVALENCIES
RANGE ADJECTIVAL RATING
4.500-5.000 Outstanding
3.500-4.499 Very Satisfactory
2.500-3.499 Satisfactory
1.500-2.499 Unsatisfactory 0
below 1.499 Poor Ratee
AND REVIEW FORM (IPCRF) for Master Teacher I-IV
G TO BE FILLED OUT DURING EVALUATION
Rating
Satisfactory Unsatisfactory Poor Actual Results Ave Score
Modeled(3)effective Modeled(2)effective (1) Q E T
applications of applications of No acceptable #DIV/0! #DIV/0!
content content evidence was
knowledge within knowledge within shown
and across and across
curriculum curriculum
teaching areas teaching areas
6 5
Submitted 2 Submitted 1 No acceptable
lessons as lesson as evidence was
evidenced by evidenced by shown
MOV 1 from MOV 1 from
colleagues and colleagues and
1 of the other 1 of the other
MOV given MOV given
Conducted action Proposedaction No acceptable #DIV/0! #DIV/0!

research with research with evidence was
colleagues colleagues shown
Submitted any 2 Submitted any 1 No acceptable

MOV MOV evidence was
shown
Conducted the Proposed the No acceptable
research report research report evidence was
within the rating within the rating shown
period period
Rating
(3) (2) (1) Q E T
Demonstrated Demonstrated No acceptable #DIV/0! #DIV/0!
effective teaching effective teaching evidence was
strategies to strategies to shown
promote critical promote critical
and creative and creative
thinking, as well thinking, as well
as other higher- as other higher-
order thinking order thinking
skills as shown in skills as shown in
MOV 1 with a MOV 1 with a
rating of 6 rating of 5
lessons as lesson as evidence was
evidently shown evidently shown shown
1 of the other of the other MOV
MOV given given
No acceptable #DIV/0! #DIV/0!

evidence was
Modeled and Modeled and shown
shared effective shared effective
classroom classroom
management management
strategies that strategies that
engage learners engage learners
in activities/ tasks in activities/ tasks
done in different done in different
physical learning physical learning
environments as environments as
lessons lesson supported evidence was
supported by by any of the shown
MOV 1 and any acceptable MOV
1 of the other
acceptable MOV
Rating
(3) (2) (1) Q E T
Exhibited Exhibited No acceptable #DIV/0! #DIV/0!
effective and effective and evidence was
constructive constructive shown
behavior behavior
management management
skills by applying skills by applying
positive and non- positive and non-
violent discipline violent discipline
to ensure to ensure
learning-focused learning-focused
environments environments
Applied at least 7 Applied any of No acceptable
of the given the given evidence was
strategies as strategies as shown
observed in 2 observed in only
lessons 1 lesson
Worked with Worked with No acceptable #DIV/0! #DIV/0!

colleagues but colleagues but evidence was
no evidence of no evidence of shown
sharing with sharing with
others others
Submitted at Submitted at No acceptable

least 1 lesson as least 1 lesson, as evidence was
evidently shown evidenced by shown
in MOV 1 and either MOV 2 or
supported by any 3 but no
acceptable MOV evidence of
sharing with
others
Developed and Developed and No acceptable #DIV/0! #DIV/0!
applied effective applied effective evidence was
strategies strategies shown
showing showing
developmentally- developmentally-
sequenced sequenced
teaching and teaching and
learning process learning process
6Submitted 1 5Submitted 1 No acceptable
lesson as lesson as evidence was
evidenced by evidenced by any shown
shown in MOV 1 1 of the
and/or 2 and acceptable MOV
supported by any
1 of the other
acceptable MOV
lesson as lesson as evidence was
evidenced by evidenced by any shown
shown in MOV 1 1 of the
and/or 2 and acceptable MOV
supported by any
1 of the other
acceptable MOV
Rating
(3) (2) (1) Q E T
Occasionally led Rarely led No acceptable #DIV/0! #DIV/0!
collaborative collaborative evidence was
reviews of reviews of shown
teacher and teacher and
learner feedback learner feedback
as evidenced by as evidenced by
the MOV the MOV
submitted submitted

collaborative collaborative evidence was
reviews of review of teacher shown
teacher and and learner
learner feedback feedback as
as evidently evidently shown
shown in MOV 1 in any of the
and supported by acceptable MOV
any 1 of the
acceptable MOV
Occasionally Rarely advised No acceptable #DIV/0! #DIV/0!

advised colleagues in the evidence was
colleagues in the selection, shown
selection, organization,
organization, development and
development and appropriate use
appropriate use of teaching and
of teaching and learning
learning resources as
resources as shown in the
shown in the MOV submitted
MOV submitted
teaching and teaching and evidence was
learning learning resource shown
resources as as evidenced by
evidenced by at any of the
least 1 of the acceptable MOV
acceptable MOV
Occasionally Rarely reviewed No acceptable #DIV/0! #DIV/0!
reviewed collaboratively evidence was
collaboratively assessment tools shown
assessment tools with colleagues
with colleagues as shown in the
as shown in the MOV submitted
MOV submitted
Occasionally Rarely reviewed No acceptable #DIV/0! #DIV/0!
reviewed collaboratively evidence was
collaboratively assessment tools shown
assessment tools with colleagues
with colleagues as shown in the
as shown in the MOV submitted
MOV submitted

assessment tools assessment tool evidence was
as evidently as evidently shown
shown in any of shown in any of
the acceptable the acceptable
MOV MOV
Rating
(3) (2) (1) Q E T
Occasionally Rarely No acceptable #DIV/0! #DIV/0!
collaborated with collaborated with evidence was
colleagues in the colleagues in the shown
interpretation of interpretation of
assessment data assessment data
as shown in the as shown in the
Submitted at Submitted any 1 No acceptable

least 2 of the of the MOV evidence was
same kind of shown
MOV
Occasionally Rarely applied No acceptable #DIV/0! #DIV/0!
applied skills in skills in the evidence was
the effective effective shown
communication of communication of
learner needs learner needs
and progress to and progress to
parents/ parents/
guardians as guardians as
shown in the shown in the
Submitted any 2 Submitted any 1
MOV MOV
Occasionally Rarely performed No acceptable #DIV/0! #DIV/0!

performed special tasks evidence was
special tasks and/or shown
and/or assignments as
assignments as shown in the
shown in the MOV submitted
MOV submitted
Submitted only 2 Submitted any 1 No acceptable
different kinds of of the acceptable evidence was
acceptable MOV MOV shown
RATING FOR OVER-ALL

ACCOMPLISHMENTS #DIV/0! #DIV/0!
0 Approving Authority
Rater Approving Authority
INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF)
Master Teacher I-IV (Highly Proficient Teacher)
Position: Position:
Rating Period:
Weight Numerical Ratings

Weight per
KRA Objectives per
KRA Q E
Objective
KRA 1 22.5% Objective 2 7.5% 0 0
KRA 2 22.5% Objective 5 7.5% 0 0
KRA 3 22.5% Objective 8 7.5% 0 0
KRA 4 22.5% Objective 11 7.5% 0 0
Plus Factor 10% Objective 13 10% 0 0
Fin
Adjectiv
0 0
Ratee Rater
W FORM (IPCRF) SUMMARY SHEET
cient Teacher)
Name of Rater:
Date of Review:
Numerical Ratings
Score
T Ave
#DIV/0! #DIV/0!
0 #DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
Final Rating #DIV/0!
Adjectival Rating #DIV/0!
NAME OF APPROVING AUTHORITY

er Approving Authority

Standard IPCRF 2018 For Teachers Final Version (Fixed Cells To Fit 8.5 X 13) B

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INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCR

Efficiency Participated in at Participated in 3 Participated in 2

Efficiency Submitted at Submitted 3 Submitted 2

Efficiency Submitted at Submitted 3 Submitted 2

Efficienc Submitted a Submitted a Submitted a

Efficiency Submitted at Submitted 3 Submitted 2

ADJECTIVAL RATING EQUIVALENCIES

Facilitated using No acceptable 5 5 5.000 0.375

Applied teacher No acceptable 5 5 5.000 0.375

Planned and No acceptable 5 5 5.000 0.375

Developed and No acceptable 5 5 5.000 0.375

Rarely monitored No acceptable 5 5 5 5.000 0.375

Submitted MOV No acceptable

Submitted any 1 No acceptable

Submitted MOV No acceptable

Rarely performed No acceptable 4 4 4.000 0.400

Submitted any 1 No acceptable

RATING FOR OVER-ALL

PETER JOHN A. FRIAL, ED.D.

Weight Numerical Ratings

0 NAME OF APPROVING AUTHORITY

Name of Employee: Name of Rater:

TO BE FILLED OUT DURING PLANNING

7.5% Efficiency Submitted 4 Submitted 3

G TO BE FILLED OUT DURING EVALUATION

Conducted action Proposedaction No acceptable #DIV/0! #DIV/0!

Submitted any 2 Submitted any 1 No acceptable

No acceptable #DIV/0! #DIV/0!

Worked with Worked with No acceptable #DIV/0! #DIV/0!

Submitted at Submitted at No acceptable

Submitted 2 Submitted 1 No acceptable

Occasionally Rarely advised No acceptable #DIV/0! #DIV/0!

Submitted 2 Submitted 1 No acceptable

Submitted at Submitted any 1 No acceptable

Occasionally Rarely performed No acceptable #DIV/0! #DIV/0!

RATING FOR OVER-ALL

Weight Numerical Ratings

NAME OF APPROVING AUTHORITY

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