000000

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III, SPET I-IV, Special Science Teacher I-II P
Name of Employee: Name of Rater:

Position: Position:

Bureau/Center/Service/Division: - Date of Review:

Rating Period:

TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic Education 1. Content 1. Applied 0 22.50% Quality Showed knowledge of Showed knowledge of Showed knowledge of Showed knowledge of No acceptable evidence #N/A
content and its integration content and its integration content and its integration content and its integration was shown
Services Knowledge and knowledge of within and across subject within and across subject within and across subject within and across subject
Pedagogy content within and areas as shown in the Main areas as shown in the Main areas as shown in the Main areas as shown in the Main
across curriculum MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5 MOV with a rating of 4
teaching areas.
Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence #N/A
each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting was shown
Supporting MOV Supporting MOV Supporting MOV MOV

Timeliness
2. Used a range of 0 Quality Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence #N/A
teaching strategies that teaching strategies that teaching strategies that teaching strategies that was shown
teaching strategies
promote reading, writing promote reading, writing promote reading, writing promote reading, writing
that enhance and/or numeracy skills as and/or numeracy skills as and/or numeracy skills as and/or numeracy skills as
learner shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with
achievement in a rating of 7 a rating of 6 a rating of 5 a rating of 4
literacy and
numeracy skills. Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence #N/A
each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting was shown
Supporting MOV Supporting MOV Supporting MOV MOV

Timeliness
3. Applied a range 0 Quality Used different teaching Used different teaching Used different teaching Used different teaching No acceptable evidence #N/A
strategies that develop strategies that develop strategies that develop strategies that develop was shown
of teaching critical and/or creative critical and/or creative critical and/or creative critical and/or creative
strategies to thinking, as well as other thinking, as well as other thinking, as well as other thinking, as well as other
develop critical HOTS as shown in the Main HOTS as shown in the Main HOTS as shown in the Main HOTS as shown in the Main
and creative MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5 MOV with a rating of 4
thinking, as well as
other higher-order Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence #N/A
thinking skills. each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting was shown
Supporting MOV Supporting MOV Supporting MOV MOV

Timeliness
 000000
2. Learning 4. Managed 0 22.50% Quality Used classroom Used classroom Used classroom Used classroom No acceptable evidence #N/A
management strategies that management strategies that management strategies that management strategies that was shown
Environment and classroom engage learners in engage learners in engage learners in engage learners in
Diversity of structure to activities/ tasks as shown in activities/ tasks as shown in activities/ tasks as shown in activities/ tasks as shown in
Learners engage learners, the Main MOV with a rating the Main MOV with a rating the Main MOV with a rating the Main MOV with a rating
individually or in of 7 of 6 of 5 of 4
groups, in
meaningful
exploration,
discovery and
hands-on activities Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence #N/A
each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting was shown
within a range of Supporting MOV Supporting MOV Supporting MOV MOV
physical learning
environments.

Timeliness
5. Managed 0 Quality Applied teacher Applied teacher Applied teacher Applied teacher No acceptable evidence #N/A
management strategies of management strategies of management strategies of management strategies of was shown
learner behavior
learner behavior that learner behavior that learner behavior that learner behavior that
constructively by promote positive and non- promote positive and non- promote positive and non- promote positive and non-
applying positive violent discipline as shown violent discipline as shown violent discipline as shown violent discipline as shown
and non-violent in the MOV with a rating of 7 in the MOV with a rating of 6 in the MOV with a rating of 5 in the MOV with a rating of 4
discipline to
ensure learning- Efficiency Submitted 4 COT rating Submitted 3 COT rating Submitted 2 COT rating Submitted 1 COT rating No acceptable evidence #N/A
focused sheets/inter- observer sheets/inter- observer sheets/inter- observer sheet/inter- observer was shown
environments. agreement forms, each with agreement forms, each with agreement forms, each with agreement form with any 1
4 strategies as noted in the 4 strategies as noted in the 4 strategies as noted in the of the given strategies as
comment section comment section comment section noted in the comment
section
Timeliness
6. Used 0 Quality Applied differentiated Applied differentiated Applied differentiated Applied differentiated No acceptable evidence #N/A
teaching strategies to teaching strategies to teaching strategies to teaching strategies to was shown
differentiated, address learner diversity as address learner diversity as address learner diversity as address learner diversity as
developmentally shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with
appropriate a rating of 7 a rating of 6 a rating of 5 a rating of 4
learning
experiences to Efficiency Submitted 2 Main MOV with Submitted 2 Main MOV with Submitted 2 Main MOV with Submitted 1 Main MOV with No acceptable evidence #N/A
address learners’ 4 differentiated teaching 3 differentiated teaching 2 differentiated teaching 1 differentiated teaching was shown
gender, needs, strategies as observed in 2 strategies as observed in 2 strategies as observed in 2 strategy as observed in 1
lessons, each with any 1 of lessons, each with any 1 of lessons, each with any 1 of lesson with any 1 of the
strengths, interests the Supporting MOV the Supporting MOV the Supporting MOV Supporting MOV
and experiences.
Timeliness
3. Curriculum and 7. Planned, 0 22.50% Quality Planned and implemented Planned and implemented Planned and implemented Planned and implemented No acceptable evidence #N/A
developmentally sequenced developmentally sequenced developmentally sequenced developmentally sequenced was shown
Planning managed and
teaching and learning teaching and learning teaching and learning teaching and learning
implemented process as shown in the process as shown in the process as shown in the process as shown in the
developmentally Main MOV with a rating of 7 Main MOV with a rating of 6 Main MOV with a rating of 5 Main MOV with a rating of 4
sequenced
teaching and Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence #N/A
learning processes each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting was shown
Supporting MOV Supporting MOV Supporting MOV MOV
to meet curriculum
requirements and
varied teaching
contexts. Timeliness

8. Participated in 0 Quality Consistently participated in
LAC sessions/FGDs/
collegial meetings to discuss
discussions that teacher/learner feedback to
use teacher and enrich instruction as shown
learner feedback in the MOV submitted
to enrich teaching
practice. Efficiency Participated in 4 LAC
sessions/
FGDs/meetings on teacher/
learner feedback as
evidently shown in the MOV
submitted
000000
Frequently participated in Occasionally participated in Rarely participated in LAC No acceptable evidence #N/A
LAC sessions/FGDs/ LAC sessions/FGDs/ sessions/FGDs/ meeting to was shown
meetings to discuss meetings to discuss discuss teacher/learner
teacher/learner feedback to teacher/learner feedback to feedback to enrich
enrich instruction as shown enrich instruction as shown instruction as shown in the
in the MOV submitted in the MOV submitted MOV submitted
Participated in 3 LAC Participated in 2 LAC Participated in 1 LAC No acceptable evidence #N/A
sessions/ sessions/ session/FGD/ meeting on was shown
FGDs/meetings on FGDs/meetings on teacher/ teacher/ learner feedback as
teacher/learner feedback as learner feedback as evidently shown in the MOV
evidently shown in the MOV evidently shown in the MOV submitted
submitted submitted

Timeliness
9. Selected, 0 Quality Developed and used varied Developed and used varied Developed and used varied Developed and used varied No acceptable evidence #N/A
teaching and learning teaching and learning teaching and learning teaching and learning was shown
developed, resources, including ICT, to resources, including ICT, to resources, including ICT, to resources, including ICT, to
organized and address learning goals as address learning goals as address learning goals as address learning goals as
used appropriate shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with
teaching and a rating of 7 a rating of 6 a rating of 5 a rating of 4
learning
resources, Efficiency Submitted 1 Main MOV with Submitted 1 Main MOV with Submitted 1 Main MOV with Submitted 1 Main MOV with No acceptable evidence #N/A
including ICT, to 4 varied teaching and 3 varied teaching and 2 varied teaching and 1 teaching and learning was shown
address learning learning resources, learning resources, learning resources, resource, including ICT, as
including ICT, as shown in 1 including ICT, as shown in 1 including ICT, as shown in 1 shown in 1 Supporting MOV
goals. Supporting MOV Supporting MOV Supporting MOV
Timeliness
4. Assessment and 10. Designed, 0 22.50% Quality Designed, selected, Designed, selected, Designed, selected, Designed, selected, No acceptable evidence #N/A
organized and used organized and used organized and used organized and used was shown
Reporting selected,
diagnostic, formative and diagnostic, formative and diagnostic, formative and diagnostic, formative and
organized and summative assessment summative assessment summative assessment summative assessment
used diagnostic, strategies consistent with strategies consistent with strategies consistent with strategies consistent with
formative and curriculum requirements as curriculum requirements as curriculum requirements as curriculum requirements as
shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with
summative
a rating of 7 a rating of 6 a rating of 5 a rating of 4
assessment
strategies
consistent with Efficiency Submitted 1 Main MOV with Submitted 1 Main MOV with Submitted 1 Main MOV with Submitted 1 Main MOV with No acceptable evidence #N/A
curriculum 4 varied assessment 3 varied assessment 2 varied assessment 1 assessment strategy as was shown
requirements. strategies as shown in any strategies as shown in any strategies as shown in any shown in any Supporting
Supporting MOV Supporting MOV Supporting MOV MOV

11. Monitored and 0 Quality
evaluated learner
progress and
achievement using
learner attainment
data.
Timeliness
Consistently monitored and
evaluated learner progress
and achievement using
learner attainment data as
shown in the MOV
submitted
Efficiency Submitted 4 different kinds
of acceptable MOV
Frequently monitored and
evaluated learner progress
and achievement using
learner attainment data as
shown in the MOV
submitted
Submitted 3 different kinds
of acceptable MOV
Occasionally monitored and
evaluated learner progress
and achievement using
learner attainment data as
shown in the MOV
submitted
Submitted 2 different kinds
of acceptable MOV
Rarely monitored and No acceptable evidence #N/A
evaluated learner progress was shown
and achievement using
learner attainment data as
shown in the MOV
submitted
Submitted any 1 of the No acceptable evidence #N/A
acceptable MOV was shown

Timeliness Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable evidence #N/A
distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters completed in only 1 quarter was shown

12. Communicated 0 Quality Consistently showed prompt Frequently showed prompt Occasionally showed Rarely showed prompt and No acceptable evidence #N/A
and clear communication of and clear communication of prompt and clear clear communication of the was shown
promptly and
the learners’ needs, the learners’ needs, communication of the learners’ needs, progress
clearly the progress and achievement progress and achievement learners’ needs, progress and achievement to key
learners’ needs, to key stakeholders, to key stakeholders, and achievement to key stakeholders, including
progress and including parents/ guardians including parents/ guardians stakeholders, including parents/ guardians as
as shown in the MOV as shown in the MOV parents/ guardians as shown in the MOV
achievement to
submitted submitted shown in the MOV submitted
key stakeholders, submitted
including
parents/guardians.
 promptly and
clearly the
learners’ needs,
progress and
achievement to
key stakeholders,
including 000000
Efficiency Submitted 4 different kinds Submitted 3 different kindsSubmitted 2 different kinds Submitted any 1 of the No acceptable evidence #N/A
parents/guardians. of acceptable MOV of acceptable MOV of acceptable MOV acceptable MOV was shown

Timeliness Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable evidence #N/A
distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters completed in only 1 quarter was shown

5. Plus Factor 13. Performed 0 10% Quality Consistently performed Frequently performed Occasionally performed Rarely performed various No acceptable evidence #N/A
various related various related various related related work/activities that was shown
various related
work/activities that work/activities that work/activities that contribute to the teaching
works/activities contribute to the teaching contribute to the teaching contribute to the teaching learning process as shown
that contribute to learning process as shown learning process as shown learning process as shown in the MOV submitted
the teaching- in the MOV submitted in the MOV submitted in the MOV submitted
learning process. Efficiency Submitted 4 different kinds Submitted 3 different kinds Submitted 2 different kinds Submitted any 1 of the No acceptable evidence #N/A
of acceptable MOV of acceptable MOV of acceptable MOV acceptable MOV was shown

Timeliness

RATING FOR OVERALL ACCOMPLISHMENTS

ADJECTIVAL RATING EQUIVALENCES

RANGE ADJECTIVAL RATING
4.500 – 5.000 Outstanding
3.500 – 4.499 Very Satisfactory
2.500 – 3.499 Satisfactory
1.500 – 2.499 Unsatisfactory
below 1.499 Poor

Ratee Rater Approving Authority


INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Master Teacher I-IV, SPET V, SPECIAL SCIENCE TEACHER III-V
Name of Employee:
Position:
Bureau/Center/Service/Division: - Date of Review:
Rating Period:
MFOs KRAs Objectives Timeline
Basic 1. Content 1. Modeled effective
Education Knowledge and applications of content
Services Pedagogy knowledge within and
across curriculum
teaching areas.
2. Collaborated with
colleagues in the
conduct and
application of
research to enrich
knowledge of content
and pedagogy.
3. Developed and
applied effective
teaching strategies to
promote critical and
creative thinking, as
well as other higher-
order thinking skills.
000000
TO BE FILLED OUT DURING PLANNING
Weight
Outstanding
per KRA QET
5 4
0 22.50% Quality Modeled effective
applications of content
knowledge within and
across curriculum teaching
areas as shown in the Main
MOV with a rating of 8
Efficiency Submitted 4 Main MOV,
each with any 1 of the
Supporting MOV
Timeliness
0 Quality Conducted, completed and
disseminated action
research with colleagues
Efficiency Submitted any 4 of the
acceptable MOV
Timeliness Presented the research
report within the rating
period
0 Quality Demonstrated effective
teaching strategies to
promote critical and/or
creative thinking, as well as
other higher-order thinking
skills as shown in the Main
MOV with a rating of 8
Efficiency Submitted 4 Main MOV,
each with any 1 of the
Supporting MOV
Timeliness
Performance Indicators
Very Satisfactory
Modeled effective
applications of content
knowledge within and
across curriculum teaching
areas as shown in the Main
MOV with a rating of 7
Submitted 3 Main MOV,
each with any 1 of the
Supporting MOV
Conducted and
completed action research
with colleagues
Submitted any 3 of the
acceptable MOV
Completed the research
report within the rating
period
Demonstrated effective
teaching strategies to
promote critical and/or
creative thinking, as well as
other higher-order thinking
skills as shown in the Main
MOV with a rating of 7
Submitted 3 Main MOV,
each with any 1 of the
Supporting MOV
Name of Rater:
Position:
Satisfactory
3 2
Modeled effective
applications of content
knowledge within and
across curriculum teaching
areas as shown in the Main
MOV with a rating of 6
Submitted 2 Main MOV,
each with any 1 of the
Supporting MOV
Conducted action research
with colleagues
Submitted any 2 of the
acceptable MOV
Conducted the research
report within the rating
period
Demonstrated effective
teaching strategies to
promote critical and/or
creative thinking, as well as
other higher-order thinking
skills as shown in the Main
MOV with a rating of 6
Submitted 2 Main MOV,
each with any 1 of the
Supporting MOV
TO BE FILLED OUT DURING EVALUATION
Rating
Unsatisfactory Poor Actual Results Score
1 Q E T Ave
Modeled effective No acceptable evidence #N/A
applications of content was shown
knowledge within and
across curriculum teaching
areas as shown in the Main
MOV with a rating of 5
Submitted 1 Main MOV with No acceptable evidence #N/A
any 1 of the Supporting was shown
MOV
Proposed action research No acceptable evidence #N/A
with colleagues was shown
Submitted any 1 of the No acceptable evidence #N/A
acceptable MOV was shown
Proposed the research No acceptable evidence #N/A
report within the rating was shown
period
Demonstrated effective No acceptable evidence #N/A
teaching strategies to was shown
promote critical and/or
creative thinking, as well as
other higher-order thinking
skills as shown in the Main
MOV with a rating of 5
Submitted 1 Main MOV with No acceptable evidence #N/A
any 1 of the Supporting was shown
MOV
2. Learning 4. Worked with 0 22.50% Quality Modeled and shared Modeled and shared000000 Modeled and shared Modeled and shared No acceptable evidence #N/A
effective classroom effective classroom effective classroom effective classroom was shown
Environment and colleagues to model
management strategies that management strategies that management strategies that management strategies that
Diversity of and share effective engage learners in activities/ engage learners in activities/ engage learners in activities/ engage learners in activities/
Learners techniques in the tasks done in different tasks done in different tasks done in different tasks done in different
management of physical learning physical learning physical learning physical learning
environments as shown in environments as shown in environments as shown in environments as shown in
classroom structure to
the Main MOV with a rating the Main MOV with a rating the Main MOV with a rating the Main MOV with a rating
engage learners, of 8 of 7 of 6 of 5
individually or in
groups, in meaningful
exploration, discovery
and hands-on
activities within a Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence #N/A
each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting was shown
range of physical Supporting MOV Supporting MOV Supporting MOV MOV
learning
environments.

Timeliness
5. Exhibited effective 0 Quality Exhibited effective and Exhibited effective and Exhibited effective and Exhibited effective and No acceptable evidence #N/A
constructive behavior constructive behavior constructive behavior constructive behavior shown
and constructive management skills by management skills by management skills by management skills by
behavior management applying positive and non- applying positive and non- applying positive and non- applying positive and non-
skills by applying violent discipline to ensure violent discipline to ensure violent discipline to ensure violent discipline to ensure
positive and non- learning-focused learning-focused learning-focused learning-focused
environments shown in the environments shown in the environments shown in the environments shown in the
violent discipline to
MOV with a rating of 8 MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5
ensure learning-
focused
environments. Efficiency Submitted 4 COT rating Submitted 3 COT rating Submitted 2 COT rating Submitted 1 COT rating No acceptable evidence #N/A
sheets/inter-observer sheets/inter-observer sheets/inter-observer sheet/inter-observer was shown
agreement forms, each with agreement forms, each with agreement forms, each with agreement form with any 1
7 strategies as noted in the 7 strategies as noted in the 7 strategies as noted in the of the given strategies as
comment section comment section comment section noted in the comment
section
Timeliness
6. Worked with 0 Quality Worked with colleagues at Worked with colleagues in Worked with colleagues in Worked with colleagues but No acceptable evidence #N/A
least in the district/cluster the school level to share the department or grade no evidence of sharing shown
colleagues to share level to share differentiated, differentiated, level to share differentiated, differentiated,
differentiated, developmentally appropriate developmentally appropriate developmentally appropriate developmentally appropriate
developmentally opportunities to address opportunities to address opportunities to address opportunities to address
appropriate learners’ differences learners’ differences learners’ differences learners’ differences with
others
opportunities to
address learners’
differences in gender,
needs, strengths,
interests and
Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence #N/A
experiences. each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting was shown
Supporting MOV Supporting MOV Supporting MOV MOV

Timeliness
3. Curriculum and 7. Developed and 0 22.50% Quality Developed and applied 000000
Developed and applied Developed and applied Developed and applied No acceptable evidence #N/A
effective strategies showing effective strategies showing effective strategies showing effective strategies showing was shown
Planning applied effective
developmentally- developmentally- developmentally- developmentally-
strategies in the sequenced teaching and sequenced teaching and sequenced teaching and sequenced teaching and
planning and learning process as shown learning process as shown learning process as shown learning process as shown
management of in the Main MOV with a in the Main MOV with a in the Main MOV with a in the Main MOV with a
rating of 8 rating of 7 rating of 6 rating of 5
developmentally
sequenced teaching
and learning
processes to meet
curriculum
Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence #N/A
requirements and each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting was shown
varied teaching Supporting MOV Supporting MOV Supporting MOV MOV
contexts.

Timeliness
8. Reviewed with 0 Quality Consistently led Frequently led collaborative Occasionally led Rarely led collaborative No acceptable evidence #N/A
collaborative reviews of reviews of teacher and collaborative reviews of reviews of teacher and was shown
colleagues, teacher
teacher and learner learner feedback as teacher and learner learner feedback as
and learner feedback feedback as evidenced by evidenced by the MOV feedback as evidenced by evidenced by the MOV
to plan, facilitate and the MOV submitted submitted the MOV submitted submitted
enrich teaching
practice. Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence #N/A
each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting was shown
Supporting MOV Supporting MOV Supporting MOV MOV

Timeliness
9. Advised and guided 0 Quality Consistently advised Frequently advised Occasionally advised Rarely advised colleagues No acceptable evidence #N/A
colleagues in the selection, colleagues in the selection, colleagues in the selection, in the selection, was shown
colleagues in the
organization, development organization, development organization, development organization, development
selection, and appropriate use of and appropriate use of and appropriate use of and appropriate use of
organization, teaching and learning teaching and learning teaching and learning teaching and learning
development and use resources as shown in the resources as shown in the resources as shown in the resources as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
of appropriate
teaching and learning
resources, including
ICT, to address
specific learning Efficiency Submitted 4 of the Submitted 3 of the Submitted 2 of the Submitted 1 of the No acceptable evidence #N/A
acceptable MOV acceptable MOV acceptable MOV acceptable MOV was shown
goals.

Timeliness
4. Assessment 10. Worked 0 22.50% Quality Consistently reviewed Frequently reviewed Occasionally reviewed Rarely reviewed No acceptable evidence #N/A
collaboratively assessment collaboratively assessment collaboratively assessment collaboratively assessment was shown
and Reporting collaboratively with tools with colleagues as tools with colleagues as tools with colleagues as tools with colleagues as
colleagues to review shown in the MOV shown in the MOV shown in the MOV shown in the MOV
the design, selection, submitted submitted submitted submitted
organization and use
of a range of effective
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
 colleagues to review
the design, selection,
organization and use
of a range of effective
diagnostic, formative
and summative Submitted 4 assessment 000000 Submitted 2 assessment
Submitted 3 assessment Submitted 1 assessment No acceptable evidence #N/A
Efficiency
assessment strategies tools as evidently shown in tools as evidently shown in tools as evidently shown in tool as evidently shown in was shown
consistent with any of the acceptable MOV any of the acceptable MOV any of the acceptable MOV any of the acceptable MOV
curriculum
requirements.

Timeliness
11. Interpreted 0 Quality Consistently collaborated Frequently collaborated with Occasionally collaborated Rarely collaborated with No acceptable evidence #N/A
with colleagues in the colleagues in the with colleagues in the colleagues in the was shown
collaboratively interpretation of assessment interpretation of assessment interpretation of assessment interpretation of assessment
monitoring and data as shown in the MOV data as shown in the MOV data as shown in the MOV data as shown in the MOV
evaluation strategies submitted submitted submitted submitted
of attainment data to
support learner
progress and
achievement. Efficiency Submitted 2 different types Submitted 3 of the same Submitted 2 of the same Submitted any 1 of the MOV No acceptable evidence #N/A
of MOV kind of MOV kind of MOV was shown

Timeliness
12. Applied skills in 0 Quality Consistently applied skills in Frequently applied skills in Occasionally applied skills Rarely applied skills in the No acceptable evidence #N/A
the effective communication the effective communication in the effective effective communication of was shown
the effective of learner needs and of learner needs and communication of learner learner needs and progress
communication of progress to parents/ progress to parents/ needs and progress to to parents/ guardians as
learner needs, guardians as shown in the guardians as shown in the parents/ guardians as shown in the MOV
progress and MOV submitted MOV submitted shown in the MOV submitted
submitted
achievement to key
stakeholders,
including
parents/guardians. Efficiency Submitted 4 of the Submitted 3 of the Submitted 2 of the Submitted 1 of the No acceptable evidence #N/A
acceptable MOV acceptable MOV acceptable MOV acceptable MOV was shown

5. Plus Factor 13. Performed various
related works/activities
that contribute to the
teaching-learning
process.
Timeliness
0 10% Quality Consistently performed Frequently performed Occasionally performed Rarely performed special No acceptable evidence #N/A
special tasks and/or special tasks and/or special tasks and/or tasks and/or assignments as was shown
assignments as shown in assignments as shown in assignments as shown in shown in the MOV
the MOV submitted the MOV submitted the MOV submitted submitted
Efficiency Submitted 4 of the Submitted 3 of the Submitted 2 of the Submitted 1 of the No acceptable evidence #N/A
acceptable MOV acceptable MOV acceptable MOV acceptable MOV was shown

Timeliness

RATING FOR OVERALL ACCOMPLISHMENTS

ADJECTIVAL RATING EQUIVALENCES

RANGE ADJECTIVAL RATING
4.500 – 5.000 Outstanding
3.500 – 4.499 Very Satisfactory
2.500 – 3.499 Satisfactory
1.500 – 2.499 Unsatisfactory 000000
below 1.499 Poor

Ratee Rater Approving Authority

 000000

PART II: COMPETENCIES

Instructions: Please indicate the number of competency indicators that you demonstrated during the performance cycle.
CORE BEHAVIORAL COMPETENCIES
Self-Management Teamwork

1. Sets personal goals and directions, needs and development. 1. Willingly does his/her share of responsibility.

2. Undertakes personal actions and behavior that are clear and purposive and takes into account personal 2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the
goals and values congruent to that of the organization. organization.
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals. 0 3. Applies negotiation principles in arriving at win-win agreements. 0
4. Prioritizes 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.
Professionalism and Ethics
1. Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards for
Public Officials and Employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking into account the impact of his/her actions
and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good
grooming and communication.
0 3. Initiates activities that promote advocacy for men and women empowerment.
4. Makes personal sacrifices to meet the organization’s needs.
5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve system and
help others improve their effectiveness.
Results Focus
1. Achieves results with optimal use of time and resources most of the time.
2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs
before personal needs.
5. Works constructively and collaboratively with others and across organizations to accomplish organization
goals and objectives.
Service Orientation
1. Can explain and articulate organizational directions, issues and problems.
2. Takes personal responsibility for dealing with and/or correcting customer service issues and concerns.
0
4. Participates in updating office vision, mission, mandates and strategies based on DepEd strategies and
directions.
5. Develops and adopts service improvement program through simplified procedures that will further
enhance service delivery.
Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes and
suggests better ways to do things (cost and/or operational efficiency).
2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal
productivity to create higher value and results.

3. Delivers error-free outputs most of the time by conforming to standard operating procedures correctly and
consistently. Able to produce very satisfactory quality work in terms of usefulness/acceptability and
completeness with no supervision required.
0 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions. 0
4. Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new or 4. Translates creative thinking into tangible changes and solutions that improve the work unit and
more precise ways of meeting goals set. organization.

5. Makes specific changes in the system or in own work methods to improve performance. Examples may
5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability to
include doing something better, faster, at a lower cost, more efficiently, or improving quality, customer
succeed with minimal resources.
satisfaction, morale, without setting any specific goal.

Note: The assessment in the demonstration of competencies shall not be reflected in the final rating. These competencies are monitored to inform professional development plans (DepEd Order No. 2, s. 2015, p. 9).
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INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) SUMMARY SHEET

Teacher I-III, SPET I-IV, Special Science Teacher I-II (Proficient Teacher)
Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: - Date of Review:
Rating Period:

PART III. SUMMARY OF RATINGS FOR DISCUSSION

Weight per Numerical Ratings Adjectival
KRA Weight per KRA Objectives Score
Objective Q E T Ave Rating

Objective 1 7.5% 0 0 0.000 0.000 Poor

KRA 1 22.5% Objective 2 7.5% 0 0 0 0.000 0.000 Poor
Objective 3 7.5% 0 0 0.000 0.000 Poor
Objective 4 7.5% 0 0 0.000 0.000 Poor
KRA 2 22.5% Objective 5 7.5% 0 0 0.000 0.000 Poor
Objective 6 7.5% 0 0 0.000 0.000 Poor
Objective 7 7.5% 0 0 0.000 0.000 Poor
KRA 3 22.5% Objective 8 7.5% 0 0 0.000 0.000 Poor
Objective 9 7.5% 0 0 0.000 0.000 Poor
Objective 10 7.5% 0 0 0.000 0.000 Poor
KRA 4 22.5% Objective 11 7.5% 0 0 0 0.000 0.000 Poor
Objective 12 7.5% 0 0 0 0.000 0.000 Poor
Plus Factor 10% Objective 13 10% 0 0 0.000 0.000 Poor
Final Rating 0.000
FINAL PERFORMANCE RESULTS Accomplishments of KRAs and Objectives
Adjectival Rating Poor

0 0
Ratee Rater Approving Authority
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PART IV: DEVELOPMENT PLANS

NOTE:
This sheet shall be accomplished during: i) Phase I: Performance Planning and Commitment, based on the results of e-SAT; and ii) Phase II: Performance Monitoring
and Coaching, based on the agreements on the Performance Monitoring and Coaching Form and Mid-year Review Form; and iii) Phase IV: Performance Rewarding
and Development Planning, based on the actual results of IPCRF.
 
The Ratee can modify the cell (i.e., add rows) to reflect his/her development needs and strengths.

Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies

B. Core Behavioral Competencies

Feedback:

RATEE RATER APPROVING AUTHORITY