Republic of the Philippines

Department of Education

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW

(IPCRF) PART I-IV
SY 2021-2022
This form is an Excel-based version of the Part I-IV of the Individual Performance Com
(IPCRF) as prescribed in the DepEd Order No. 2, s. 2015. It is intended to assist Teachers/R
their IPCRF forms at different RPMS phases, e.g. Individual Performance Commitment and
Development Plan during Performance Planning and Commitment phase, accomplished I
rating during Performance Review and Evaluation phase. The data gathered using this too
identifying the needs of teachers and in providing appropriate interventions.

This tool shall be accomplished by each teacher. When all Parts I-IV are accomplished,
and submit this tool, with the Portfolio, to the Rater for final review and assessment.

OVERVIEW
Please open this Workbook with Microsoft Excel 2010 or later. The Excel Workbook has 1
• READ THIS
• Encoding Sheet-Proficient (green-colored sheet tab)
• IPCRF-Part 1-Proficient (green-colored sheet tab)
• IPCRF-Part 2-Proficient (green-colored sheet tab)
• IPCRF-Part 3-Proficient (green-colored sheet tab)
• IPCRF-Part 4-Proficient (green-colored sheet tab)
• Encoding Sheet-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 1-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 2-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 3-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 4-Highly Proficient (blue-colored sheet tab)

READ THIS
This sheet contains information about the tool and how to use it.

Encoding Sheet-Proficient & Encoding Sheet-Highly Proficient

The sheet is partially locked and only certain parts (Information box on top, spaces for rati
Authority at the bottom) are unlocked for encoding. This is where you will encode the rati
the Classroom Observation periods (COT 1-2) as reflected in the Classroom Observation T
from the Supplementary Materials/TRFs you have provided in applicable Objectives. This
IPCRF rating (Quality/Q) for the other objectives. The sheet automatically computes for th
your ratings, which will be the rating for Quality for the classroom observable objectives i
automatically reflected in the IPCRF-Part 1 and IPCRF-Part 3.

IPCRF-Part 1-Proficient & IPCRF-Part 1-Highly Proficient

The sheet automatically generates after encoding in the Encoding Sheet. NO MORE EDITIN

IPCRF-Part 2-Proficient & IPCRF-Part 2-Highly Proficient

This sheet contains the Core Behavioral Competencies, where you will encode the results
behavioral competencies. Indicate the total number of competency indicators that you ha
performance cycle in the space provided. The sheet is partially locked and only the space
number (1, 2, 3, 4, or 5) of competencies for each category of Core Behavioral Competenc
There are six (6) categories of core behavioral competencies (e.g. Self-Management, Profe
IPCRF-Part 2-Proficient & IPCRF-Part 2-Highly Proficient
This sheet contains the Core Behavioral Competencies, where you will encode the results
behavioral competencies. Indicate the total number of competency indicators that you ha
performance cycle in the space provided. The sheet is partially locked and only the space
number (1, 2, 3, 4, or 5) of competencies for each category of Core Behavioral Competenc
There are six (6) categories of core behavioral competencies (e.g. Self-Management, Profe

IPCRF-Part 3-Proficient & IPCRF-Part 3-Highly Proficient

This sheet, the Individual Performance Commitment Review Form Summary Sheet, shows
objective, your Average and Score per Objective, and your Final Rating for the performanc
automatically generated from the encoded information and ratings in the IPCRF-Part 1 sh
note on the sheet) should be edited.

IPCRF-Part 4-Proficient & IPCRF-Part 4-Highly Proficient

This sheet will contain your IPCRF-Development Plan. This sheet is completely unlocked. U
strengths and development needs, and the corresponding action plan, timeline, and resou
of your e-SAT prior to the RPMS Cycle. You may update your Development Plan based on
review and evaluation during RPMS Phase IV.

HOW TO USE
A. Opening the Workbook
1. Open the Excel Workbook with Microsoft Excel 2010 or later.

2. Click Enable editing when a prompt appears.

3. Click Enable Macros or Enable Content when a prompt appears.

4. Click Update when a prompt appears.

5. Read and understand all the contents of this 'READ THIS' Sheet, then click Begin at

B. Encoding IPCRF Ratings (in the Encoding Sheet & IPCRF-Part 3)

1. Encode all required information at the uppermost portion of the sheet. Input the N
Bureau/Center/Service/Division, Rating Period, Name of Rater, Position of Rater, Date of R
Approving Authority at the bottom of the sheet.
2. Input your all Ratings for the Classroom Observation period(s) you have been obser
Supplementary Materials/TRFs you have provided in applicable Objectives. The Sheet com
Rating for Quality for the classroom-observable Objectives based on the ratings that you
COT/Supp Material/TRF and up to at most 2). If you only have 1 COT/Supp Material/TRF,
under COT/Supp Material/TRF 1. Leave COT/Supp Material/TRF 2 blank. Input the Q ratin
that only a certain number of cells are editable on this sheet and these cannot be blank.
3. Double check if all ratings in the necessary Q columns are filled in on both the Enco
NOTE of and follow the instructions found on the right side of some objectives. Ensure th
Ratings reflect on the space at the bottom of the sheet.

C. Accomplishing the Competencies Part of the IPCRF

1. Open the IPCRF-Part 2 sheet to begin encoding.
2. Input the number of competency indicators (1, 2, 3, 4, or 5) for each of the 6 catego
Competencies that you have demonstrated during the performance cycle.

D. Preparing the Development Plans

1. Open the IPCRF-Part 4 sheet to begin encoding.
2. Encode your strengths and development needs for both the Functional Competenc
the Core Behavioral Competencies (in Part II).
3. Input your corresponding action plan (including the Learning Objectives and Interve
needed.

E. Submitting IPCRF Parts I-IV to your Rater

Print all 4 sheets: IPCRF-Parts 1-4 that you have accomplished, in the required numbe
Rater, together with your RPMS Portfolio. There will be a face-to-face validation of the IPC
Rater.
 3. Input your corresponding action plan (including the Learning Objectives and Interve
needed.

E. Submitting IPCRF Parts I-IV to your Rater

Print all 4 sheets: IPCRF-Parts 1-4 that you have accomplished, in the required numbe
Rater, together with your RPMS Portfolio. There will be a face-to-face validation of the IPC
Rater.

T1-T3?
Begin.

Developed by:

ANGELO D. UY
School Principal II
Biñan City Science and Technology High School
Schools Division Office of Biñan City
ation

T AND REVIEW FORM

Performance Commitment and Review Form

to assist Teachers/Ratees in the preparation of
ce Commitment and Review Form (IPCRF) and
ase, accomplished IPCRF with computed final
hered using this tool will help the Rater in
ntions.

V are accomplished, the teacher should print

nd assessment.

cel Workbook has 11 viewable sheets:

t
n top, spaces for ratings, and name of Approving
will encode the ratings that you have obtained in all
oom Observation Tool (COT) Rating Sheets, and/or
ble Objectives. This is where you will also encode your
ally computes for the average transmuted rating of
ervable objectives in the RPMS. The final ratings are

et. NO MORE EDITING IS ALLOWED ON THIS SHEET.

encode the results of the assessment of your core

dicators that you have demonstrated during the
and only the spaces where will you encode the
havioral Competencies are unlocked for encoding.
Management, Professionalism and Ethics).
 encode the results of the assessment of your core
dicators that you have demonstrated during the
and only the spaces where will you encode the
havioral Competencies are unlocked for encoding.
Management, Professionalism and Ethics).

mary Sheet, shows your IPCRF rating (Quality/Q) per

for the performance cycle. Data in this sheet are
the IPCRF-Part 1 sheet. ONLY THE COLORED CELLS (see

mpletely unlocked. Use this sheet to encode your

timeline, and resources needed based on the results
ment Plan based on the results of your performance

then click Begin at the bottom to start.

art 3)
sheet. Input the Name of Employee/Ratee, Position,
n of Rater, Date of Review. Type also the name of the

ou have been observed, and/or Ratings for the

tives. The Sheet computes for the transmuted RPMS
he ratings that you encoded (e.g., from at least 1
upp Material/TRF, you just need to encode the ratings
nk. Input the Q ratings for the other objectives. Note
e cannot be blank.
n on both the Encoding Sheet, and IPCRF-Part 3. Take
bjectives. Ensure that Final Numerical and Adjectival

each of the 6 categories of Core Behavioral

ycle.

ctional Competencies (RPMS Objectives in Part I) and

jectives and Interventions), timeline, and resources

he required number of copies. Submit these to your

validation of the IPCRF between the Ratee and the
jectives and Interventions), timeline, and resources

he required number of copies. Submit these to your

validation of the IPCRF between the Ratee and the

T1-T3? MT1-MT4?
Begin. Begin.
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) ENCODING SHEET
Teacher I-III (Proficient Teacher)

Name of Employee: JONNEL L. DIONISIO Name of Rater: ALMA J. LABUTAP

Position: TEACHER I Position: HEAD TEACHER I
Bureau/Center/Service/DivisionTIBANBAN NATIONAL HIGH SCHOOL-DAVAO ORIENTAL Date of Review: JULY 20, 2022
Rating Period: SY 2021-2022 (August 2021-July 2022)

COT/Supp COT/Supp
Weight Material/TRF 1 Material/TRF 2
COT Indicator No. Numerical Ratings
KRA Weight per KRA Objectives per Score
(Set)
Objective COT RPMS 5-pt COT RPMS 5-pt
Rating Scale Rating Scale Q E T Ave
Objective 1 5% 1 5 3 6 4 4 4.000 0.200
Objective 2 5% 4 4.000 0.200
KRA 1 20%
Objective 3 5% 2 6 4 6 4 4 4.000 0.200
Objective 4 5% 3 7 5 7 5 5 5.000 0.250
Objective 5 5% 4 7 5 5 3 4 4.000 0.200
Objective 6 5% 5 6 4 5 3 4 4.000 0.200
SET A
(Supp 0.000 0.000
Objective 7 5% 6
KRA 2 20% Material)
SET B (COT) 6 4 7 5 5 5.000 0.250
SET A
(Supp 0.000 0.000
Objective 8 5% 7
Material)
SET B (COT) 5 3 6 4 4 4.000 0.200
SET A (COT) 6 4 6 4 4 4.000 0.200
Objective 9 5% 8
SET B (TRF) 0.000 0.000
SET A (COT) 5 3 6 4 4 4.000 0.200
KRA 3 20% Objective 10 5% 9
SET B (TRF) 0.000 0.000
Objective 11 5% 3 3.000 0.150
Objective 12 5% 4 4.000 0.200
Objective 13 5% 3 3.000 0.150
Objective 14 5% 4 4.000 0.200
Objective 15 5% 4 4.000 0.200
KRA 4 30%
Objective 16 5% 4 4.000 0.200
Objective 17 5% 4 4.000 0.200
Objective 18 5% 4 4.000 0.200
KRA 5 10% Objective 19 10% 5 5.000 0.500
Final Rating 4.100
Adjectival Rating Very Satisfactory
JONNEL L. DIONISIO ALMA J. LABUTAP AMELITA L. CERNA
Ratee Rater Approving Authority
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR TEACHERS I-III

Name of Employee: JONNEL L. DIONISIO Name of Rater: ALMA J. LABUTAP

Position: TEACHER I Position: HEAD TEACHER I
Bureau/Center/Service/Division: TIBANBAN NATIONAL HIGH SCHOOL-DAVAO ORIENTAL Date of Review: JULY 20, 2022
Rating Period: SY 2021-2022 (August 2021-July 2022)

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

PERFORMANCE INDICATORS
MFO KRAS OBJECTIVES WEIGHT
TIMELINE PER QET Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor ACTUAL Rating SCORE
KRA RESULTS (Quality)
5 4 3 2 1
1. Content 1. Applied
Knowledge and knowledge of
SY 2021-
2022 20% Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level
7 in Objective 1 as 6 in Objective 1 as 5 in Objective 1 as 4 in Objective 1 as 3 in Objective 1 as
Demonstrated
Level 6 in
Objective 1 as
4 0.200
Pedagogy content within shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT shown in the
and across rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- COT rating
curriculum observer agreement observer agreement observer agreement observer agreement observer agreement sheets/inter-
teaching areas. forms. forms. forms. forms. forms OR No observer
acceptable evidence agreement
forms.
was shown.
Basic Education Services

2. Used SY 2021- Quality Used research- Used research- Used research- Use of research- No acceptable Used research-
based
4 0.200
research-based 2022 based knowledge based knowledge based knowledge based knowledge evidence was knowledge
knowledge and and/or principles of and/or principles of and/or principles of and/or principle of shown and/or principles
principles of teaching in all the teaching in two teaching in one teaching and of teaching in
teaching and components of components of components of learning is two
learning to instruction in the instruction in the instruction in the identified but was components of
enhance lesson plan to lesson plan to lesson plan to poorly used as instruction in the
lesson plan to
professional improve student improve student improve student basis for improve student
practice. learning learning learning planning/designin learning
g the lesson
 3. Displayed SY 2021- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated
Level 6 in
4 0.200
proficient use of 2022 7 in Objective 3 as 6 in Objective 3 as 5 in Objective 3 as 4 in Objective 3 as 3 in Objective 3 as Objective 3 as
Mother Tongue, shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT
Filipino and sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter- rating
English to observer agreement observer agreement observer agreement observer agreement observer agreement sheets/inter-
facilitate teaching forms forms forms forms forms OR No observer
and learning. acceptable evidence agreement
forms
was shown.

4. Used effective SY 2021- Quality Demostrated Level Demostrated Level Demostrated Level Demostrated Level Demostrated Level Demostrated
Level 7 in
5 0.250
verbal and non- 2022 7 in Objective 4 as 6 in Objective 4 as 5 in Objective 4 as 4 in Objective 4 as 3 in Objective 4 as Objective 4 as
verbal classroom shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT
strategies to sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter- rating
support learner agreement forms agreement forms agreement forms agreement forms agreement forms sheets/inter-
understanding, OR No acceptable agreement
participation, evidence was forms
engagement and shown.
achievement.

2. Learning
Environment
5. Established SY 2021-
safe and secure 2022 20% Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demostrated Level
7 in Objective 5 as 6 in Objective 5 as 5 in Objective 5 as 4 in Objective 5 as 3 in Objective 5 as
Demonstrated
Level 6 in
Objective 5 as
4 0.200
learning shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT
environments to sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter- rating
enhance learning observer agreement observer agreement observer agreement observer agreement agreement forms sheets/inter-
through the forms forms forms forms OR No acceptable observer
consistent evidence was agreement
forms
implementation of shown.
policies,
guidelines and
procedures.
6. Maintained SY 2021- Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demostrated Level Demonstrated
Level 6 in
4 0.200
learning 2022 7 in Objective 6 as 6 in Objective 6 as 5 in Objective 6 as 4 in Objective 6 as 3 in Objective 6 as Objective 6 as
environments that shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT
promote fairness, sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter- rating
respect and care observer agreement observer agreement observer agreement observer agreement agreement forms sheets/inter-
to encourage forms forms forms forms OR No acceptable observer
learning. evidence was agreement
forms
shown.

7. Maintained SY 2021- Quality Provided effective Provided effective Provided an Provided learning No acceptable #N/A 0 0.000
learning 2022 (SET A) and varying learning effective learning opportunity/ies evidence was
environments that learning opportunities that opportunity that is that is/are partially shown
nurture and opportunities that are well-aligned well-aligned with aligned with the
inspire learners to are well-aligned with the learning the learning goals learning goals and
participate, with the learning goals and engage and engage only somehow
cooperate and goals and feature learners to learners to engage/s learners
collaborate in all elements of participate, participate, to participate,
continued collaborative cooperate, and/or cooperate, and/or cooperate and/or
learning. learning as shown collaborate in collaborate in collaborate in
in the submitted continued learning continued learning continued learning
learning material. as shown in the as shown in the as shown in the
submitted learning submitted learning submitted learning
material. material. material.
 Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demostrated Level Demonstrated
Level 7 in
5 0.250
(SET B) 7 in Objective 7 as 6 in Objective 7 as 5 in Objective 7 as 4 in Objective 7 as 3 in Objective 7 as Objective 7 as
shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT
sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter- rating
observer agreement observer agreement observer agreement observer agreement agreement forms sheets/inter-
forms forms forms forms OR No acceptable observer
evidence was agreement
forms
shown.

8. Applied a SY 2021- Quality Applied effective Applied effective Applied an effective Applied teaching No acceptable #N/A 0 0.000
range of 2022 (SET A) teaching strategies teaching strategies teaching strategy strategy/ies that evidence was
successful that are well- that are well- that is well-aligned is/are partially shown
strategies that aligned with the aligned with the with the learning aligned with the
maintain learning learning goals and learning goals and goal/s and learning goal/s and
environments to successfully successfully successfully only somehow
motivate learners motivate learners motivate learners motivates learners motivate/s learners
to work to monitor and to work to work to work
productively by evaluate their own productively by productively by productively by
assuming learning as shown assuming assuming assuming
responsibility for in the submitted responsibility for responsibility for responsibility for
their own learning material. their own learning their own learning their own learning
learning. as shown in the as shown in the as shown in the
submitted learning submitted learning submitted learning
material. material. material.
 Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated
Level 6 in
4 0.200
(SET B) 7 in Objective 8 as 6 in Objective 8 as 5 in Objective 8 as 4 in Objective 8 as 3 in Objective 8 as Objective 8 as
shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT
sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter- rating
observer agreement observer agreement observer agreement observer agreement observer agreement sheets/inter-
forms forms forms forms forms OR No observer
acceptable evidence agreement
forms
was shown

3. Diversity of
Learners,
9. Designed,
adapted and
SY 2021-
2022 20% Quality Demostrated Level Demostrated Level Demostrated Level Demostrated Level Demostrated Level
(SET A) 7 in Objective 9 as 6 in Objective 9 as 5 in Objective 9 as 4 in Objective 9 as 3 in Objective 9 as
Demostrated
Level 6 in
Objective 9 as
4 0.200
Curriculum and implemented shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT
Planning & teaching sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter- rating
Assessment and strategies that are observer agreement observer agreement observer agreement observer agreement observer agreement sheets/inter-
Reporting responsive to forms forms forms forms forms OR No observer
learners with acceptable evidence agreement
forms
disabilities, was shown
giftednedness
and talents

Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level #N/A 0 0.000
(SET B) 5 as shown in the 4 as shown in the 3 as shown in the 2 as shown in the 1 as shown in the
TRFs TRFs TRFs TRFs TRFs OR No
acceptable evidence
was shown
10. Adapted and SY 2021- Quality Demostrated Level Demostrated Level Demostrated Level Demostrated Level Demostrated Level Demostrated
Level 6 in
4 0.200
used culturally- 2022 (SET A) 7 in Objective 10 as 6 in Objective 10 as 5 in Objective 10 as 4 in Objective 10 as 3 in Objective 10 as Objective 10 as
appropriate shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT
teaching sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter- rating
strategies to observer agreement observer agreement observer agreement observer agreement observer agreement sheets/inter-
address the forms forms forms forms forms OR No observer
needs of learners acceptable evidence agreement
forms
from indigenous was shown
groups

Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level #N/A 0 0.000
(SET B) 5 as shown in the 4 as shown in the 3 as shown in the 2 as shown in the 1 as shown in the
TRFs TRFs TRFs TRFs TRFs OR No
acceptable evidence
was shown

11. Adapted and SY 2021- Quality Evaluated the Monitored Completed the Planned for the No acceptable Completed the
implementation
3 0.150
implemented 2022 adapted/contextuali progress of the implementation of implementation of evidence was of the adapted/
learning zed learning adapted/ the adapted/ the shown contextualized
programs that program as contextualized contextualized adapted/contextuali learning
ensure relevance evidenced by MOV learning program learning program as zed existing learning program as
and No.1 while being evidence by MOV program as evidence by
responsiveness implemented as No. 3 evidenced by MOV MOV No. 3
to the needs of all evidence by MOV No. 4
learners No. 2
 12. Utilized SY 2021- Quality Implemented a Developed Planned for a Analyzed learners' No acceptable Developed
materials based
4 0.200
assessment data 2022 teaching and materials based on teaching and mastered skills evidence was on learners'
to inform the learning learners' learning strategy based on the shown assessment
modification of strategy/program assessment data as and/or program frequency of errors data as
teaching and using materials evidenced by a list based on learners' and correct evidenced by a
learning practices based on learners' of identified assessment data as responses as list of identified
and programs assessment data as least/most mastered evidenced by a list evidenced by a list least/most
mastered skills
evidenced by a list skills with of identified of identified with supporting
of identified supporting MOV least/most mastered least/most mastered MOV No.2
least/most mastered No.2 skills with skills
skills with supporting MOV
supporting MOV No. No.3
1

4. Community 13. Maintained SY 2021-

Linkages and learning 2022 30% Quality Collaborated with
the community
Planned with the
community
Conducted a
consultative
Communicated
with the
No acceptable
evidence was
Conducted a
consultative
meeting with the
3 0.150
Professional environments that stakeholder in the stakeholders, a meeting with the community shown community
Engagement & are responsive to implementation/ program, project, community stakeholders about stakeholders on
Personal Growth community completion of a and/or activity that stakeholders on a a program, project, a program,
project, and/or
and Professional contexts program/project,
and/or activity that
maintains a learning
environment
program, project,
and/or activity that
and/or activity that
maintains a learning activity that
Development maintains a learning responsive to the maintains a learning environment maintains a
learning
environment community contexts environment responsive to the environment
responsive to the as evidenced y responsive to the community contexts responsive to
community contexts MOV No.2 community contexts as evidenced by the community
as evidenced by as evidenced by MOV No. 4 contexts as
evidenced by
MOV No.1 MOV 3 MOV 3
14. Reviewed SY 2021- Quality Exhibited an Exhibited an Reviewed personal Prticipated in the No acceptable Exhibited an
improved
4 0.200
regularly personal 2022 improved practice improved practice teaching practices review of personal evidence was practice through
teaching practice through one's through a teaching using laws and teaching practices shown a teaching
using existing teaching as impact material as impact regulations that using laws and material as
laws and of regularly of regularly apply to the regulations that impact of
regulations that reviewing one's reviewing one's profession and the apply to the regularly
apply to the teaching practice/s teaching practice/s responsibilities in profession and the reviewing one's
teaching
teaching using laws and using laws and the Code of Ethics responsibilities in practice/s using
profession and regulations that regulations that for Professional the Code of Ethics laws and
the apply to the apply to the Teachers in 4 for Professional regulations that
responsibilities profession and the profession and the quarters with Teachers in 4 apply to the
specified in the responsibilities in responsibilities in reflection outputs quarters as profession and
the
Code of Ethics for the Code of Ethics the Code of Ethics as evidenced by evidenced by MOV responsibilities
Professional for Professional for Professional MOV No.3 No.4 in the Code of
Teachers Teachers as Teachers as Ethics for
evidenced by MOV evidenced by MOV Professional
No.1 No.2 Teachers as
evidenced by
MOV No.2
15. Complied SY 2021- Quality Sustained Discussed with Communicated Implemented No acceptable Discussed with
learners,
4 0.200
with and 2022 engagement with learners, with learners, school policies evidence was parents/guardia
implemented the learners, parents/guardians, parents/guardians, and procedures shown ns, and other
school policies parents/guardians and other and other without stakeholders the
and procedures and other stakeholders the stakeholders the communicating implemented
consistently to stakeholders implemented school implemented school and consulting the school policies
foster harmonious regarding school policies and policies and learners, and procedures
as evidenced by
relationships with policies and procedures as procedures as parents/guardians MOV No.2
learners, parents procedures through evidenced by MOV evidenced by MOV and other
and other school-community No.2 No.3 stakeholders
stakeholders partnership/s as
evidenced by MOV
No.1

16. Applied a SY 2021- Quality Applied learner- Applied learner- Applied learner- Application of No acceptable Applied learner-
centered
4 0.200
personal 2022 centered teaching centered teaching centered teaching learner-centered evidence was teaching
philosophy of philosophy in the philosophy in the philosophy in the teaching philosophy shown philosophy in
teaching that is lesson plan in all lesson plan in two lesson plan in one is reflected but the lesson plan
learner-centered the components of components of component of was poorly used in two
instruction in the instruction in the instruction in the as basis for components of
lesson plan to lesson plan to lesson plan to planning/designin instruction in the
lesson plan to
improve student improve student improve student g the lesson improve student
learning learning learning learning
17. Adopted SY 2021- Quality Exhibited dignity of Exhibited dignity of Adopted practices Adopted a practice No acceptable Exhibited dignity
of teaching as a
4 0.200
practices that 2022 teaching as a teaching as a that uphold the that uphold the evidence was profession by
uphold the dignity profession by profession by dignity of teaching dignity of teaching shown exhibiting
of teaching as a exhibiting qualities exhibiting qualities as a profession by as a profession by qualities such as
profession by such as caring such as caring exhibiting qualities exhibiting qualities caring attitude,
exhibiting attitude, respect and attitude, respect and such as caring such as caring respect and
qualities such as integrity with integrity with attitude, respect and attitude, respect and integrity with
affirmation from
caring attitude, affirmation from affirmation from dignity as evidenced dignity as evidenced any school
respect and different school any school by at least 2 MOV by one MOV No.2 stakeholder as
integrity. stakeholders as stakeholder as No.2 evidenced by
evidenced by at evidenced by one one MOV No.1
least two MOV No.1 MOV No.1

18. Set SY 2021- Quality Updated Discussed Set professional Accomplished the No acceptable Discussed
progress on
4 0.200
professional 2022 professional progress on development goals e-SAT at the evidence was professional
devleopment development goals professional based on e-SAT beginning of the shown development
goals based on during Phase II of development goals results as evidenced school year as goals with the
the Philippine the RPMS Cycle as with the rater during by MOV No.3 evidenced by MOV rater during the
Professional evidenced by MOV the Mid-year Review No.4 Mid-year Review
Standars for No.1 as evidenced by as evidenced by
MOV No.2
Teachers MOV No.2
5. Plus Factor 19. Performed SY 2021-
various related 2022 10% Quality Performed at least 1 Performed at least 1 Performed at least 1 Performed at least 1 No acceptable
related work/activity related work/activity related work/activity related work/activity evidence was
Performed at
least 1 related
work/activity that
5 0.500
works/activities that contribute to the that contribute to the that contribute to the that contributed to shown contribute to the
that contribute to teaching-lerning teaching-lerning teaching-lerning the teaching- teaching-lerning
the teaching- process beyond the process within the process within the learning process process beyond
learning process school/Community school/Community learning within the class as the
Learning Center Learning Center area/department as evidenced by school/Communi
ty Learning
(CLC) as evidenced (CLC) as evidenced evidenced by submitted MOV Center (CLC) as
by submitted MOV by submitted MOV submitted MOV evidenced by
submitted MOV

RATING FOR OVERALL ACCOMPLISHMENTS Very Satisfactory 4.100

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

JONNEL L. DIONISIO ALMA J. LABUTAP AMELITA L. CERNA

Ratee Rater Approving Authority
 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.
5 3. Applies negotiation principles in arriving at win-win agreements.
4
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. 5. Works constructively and collaboratively with others and across organizations to accomplish organization
goals and objectives.
Professionalism and Ethics Service Orientation
1. Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards for 1. Can explain and articulate organizational directions, issues and problems.
Public Officials and Employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking into account the impact of his/her actions 2. Takes personal responsibility for dealing with and/or correcting customer service issues and concerns.
and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good 4 3. Initiates activities that promote advocacy for men and women empowerment.
3
grooming and communication.

4. Makes personal sacrifices to meet the organization’s needs. 4. Participates in updating office vision, mission, mandates and strategies based on DepEd strategies and
directions.
5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve system and 5. Develops and adopts service improvement program through simplified procedures that will further
help others improve their effectiveness. enhance service delivery.
Results Focus Innovation

1. Achieves results with optimal use of time and resources most of the time. 1. Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes and
suggests better ways to do things (cost and/or operational efficiency).
2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal
before personal needs. 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.
4 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions. 4
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).
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) SUMMARY SHEET
Teacher I-III (Proficient Teacher)

Name of Employee: JONNEL L. DIONISIO Name of Rater: ALMA J. LABUTAP

Position: TEACHER I Position: HEAD TEACHER I
Bureau/Center/Service/Division:
TIBANBAN NATIONAL HIGH SCHOOL-DAVAO ORIENTALDate of Review: JULY 20, 2022
Rating Period: SY 2021-2022 (August 2021-July 2022)

Weight per Weight per Numerical Ratings

KRA Objectives Score
KRA Objective Q E T Ave
Objective 1 5% 4 4.000 0.200
Objective 2 5% 4 4.000 0.200
KRA 1 20%
Objective 3 5% 4 4.000 0.200
Objective 4 5% 5 5.000 0.250
Objective 5 5% 4 4.000 0.200
Objective 6 5% 4 4.000 0.200
KRA 2 20%
Objective 7 5% 4 4.000 0.200
Objective 8 5% 4 4.000 0.200
Objective 9 5% 4 4.000 0.200
Objective 10 5% 4 4.000 0.200
KRA 3 20%
Objective 11 5% 3 3.000 0.150
Objective 12 5% 4 4.000 0.200
Objective 13 5% 3 3.000 0.150
Objective 14 5% 4 4.000 0.200
Objective 15 5% 4 4.000 0.200
KRA 4 30%
Objective 16 5% 4 4.000 0.200
Objective 17 5% 4 4.000 0.200
Objective 18 5% 4 4.000 0.200
KRA 5 10% Objective 19 10% 5 5.000 0.500
Final Rating 4.050
Adjectival Rating Very Satisfactory

JONNEL L. DIONISIO ALMA J. LABUTAP AMELITA L. CERNA

Ratee Rater Approving Authority
 PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies
Applied knowledge of content Adapted and implemented Apply subject information Create a lesson plan that takes Whole Year Round Learning resources that
within and across curriculum learning programs that ensure while considering its into account students' varied adhere to the fundamental
teaching areas. relevance and responsiveness applicability to each learner's intelligences to meet their educational standards.
to the needs of all learners unique cognitive, needs.
psychomotor, and affective
needs

Used effective
verbal
and non-verbal classroom
communication strategies to
support learner understanding,
participation,
B. Core Behavioral Competencies
Undertakes personal actions Develops and adopts service Pursue personal growth in Participate in coaching, Whole Year Online training,
and behavior that are clear improvement program through order to adopt service trainings, peer tutoring, and Round involvement in one's own
and purposive and takes into simplified procedures that will improvement. community engagement. community, and LAC
account personal goals and further enhance service session
values congruent to that of delivery.
the organization.

Feedback:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
_________________________

JONNEL L. DIONISIO ALMA J. LABUTAP AMELITA L. CERNA

RATEE RATER APPROVING AUTHORITY
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) ENCODING SHEET
Master Teacher I-IV (Highly Proficient Teacher)

Name of Employee: Name of Rater:

Position: Position:
Bureau/Center/Service/Division Date of Review:
Rating Period: SY 2021-2022 (August 2021-July 2022)

COT/Supp COT/Supp
Weight Material/TRF 1 Material/TRF 2
COT Indicator No. Numerical Ratings
KRA Weight per KRA Objectives per
(Set)
Objective COT RPMS 5-pt COT RPMS 5-pt
Rating Scale Rating Scale Q E T
Objective 1 5% 1 0 0 #DIV/0!
Objective 2 5% #DIV/0!
KRA 1 20%
Objective 3 5% 2 0 0 #DIV/0!
Objective 4 5% 3 0 0 #DIV/0!
Objective 5 5% 4 0 0 #DIV/0!
Objective 6 5% 5 0 0 #DIV/0!
KRA 2 20%
Objective 7 5% #DIV/0!
Objective 8 5% #DIV/0!
SET A (COT) 0 0 #DIV/0!
Objective 9 5% 6
SET B (TRF) #DIV/0!
SET A (COT) 0 0 #DIV/0!
KRA 3 20% Objective 10 5% 7
SET B (TRF) #DIV/0!
Objective 11 5%
Objective 12 5%
Objective 13 5%
Objective 14 5%
Objective 15 5%
KRA 4 30%
Objective 16 5%
Objective 17 5%
KRA 4 30%

Objective 18 5%
KRA 5 10% Objective 19 10%
Final Rating
Adjectival Rating

0 0
Ratee Rater Approving Au
EET

ical Ratings Score

Ave
#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!
0.000 0.000
0.000 0.000
0.000 0.000
0.000 0.000
0.000 0.000
0.000 0.000
0.000 0.000
 0.000 0.000
0.000 0.000
#DIV/0!
#DIV/0!

Approving Authority
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR MASTER TEACHERS I-IV

Name of Employee: 0 Name of Rater: 0

Position: 0 Position: 0
Bureau/Center/Service/Division: 0 Date of Review: December 30, 1899
Rating Period: SY 2021-2022 (August 2021-July 2022)

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

PERFORMANCE INDICATORS
MFO KRAS OBJECTIVES WEIGHT
TIMELINE PER QET Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor ACTUAL Rating SCORE
KRA RESULTS (Quality)
5 4 3 2 1
1. Content 1. Modelled
Knowledge and effective
SY 2021-
2022 20% Quality Modelled Level 8 in
Objective 1 as
Modelled Level 7 in
Objective 1 as
Modelled Level 6 in
Objective 1 as
Modelled Level 5 in
Objective 1 as
Modelled Level 4 in
Objective 1 as
#DIV/0! #DIV/0! #DIV/0!
Pedagogy applications of shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
content rating sheets rating sheets rating sheets rating sheets rating sheets OR No
knowledge within acceptable evidence
and across was shown.
curriculum
teaching areas.
Basic Education Services
Basic Education Serv

2. Evaluated with SY 2021- Quality Modelled and

evaluated with
Modelled and
evaluated with
Modelled and
evaluated with
Modelled and evaluated
with colleagues effective
No acceptable #DIV/0! #DIV/0! #DIV/0!
colleagues the 2022 strategy/ies that reflect/s
evidence was
effectiveness of colleagues effective colleagues effective colleagues effective shown
strategies that reflect strategies that reflect strategies that reflect application of relevant
teaching teaching practices that
strategies that adjustments or integration of well- consistent promote critical literacy
modifications in connected teaching application of and/or critical numeracy
promote learner teaching practices to practices that relevant teaching
achievement in skills in some aspects
enhance critical promote critical practices that of the lesson as
literacy and literacy and/or critical literacy and/or critical promote critical evidenced by the
numeracy numeracy skills as numeracy skills as literacy and/or critical submitted learning
evidenced by the evidenced by the numeracy skills in all material
submitted learning submitted learning aspects of the
material material lesson as evidenced
by the submitted
learning material

3. Modelled and SY 2021-

supported
Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #DIV/0! #DIV/0! #DIV/0!
2022 Objective 3 as Objective 3 as Objective 3 as Objective 3 as Objective 3 as
colleagues in the shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
proficient use of rating sheets rating sheets rating sheets rating sheets rating sheets OR No
Mother Tongue, acceptable evidence
Filipino and English
to improve teaching was shown.
and learning, as
well as to develop
learners’ pride of
their language,
heritage and
culture.

4. Displayed a
wide range of
SY 2021- Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #DIV/0! #DIV/0! #DIV/0!
2022 Objective 4 as Objective 4 as Objective 4 as Objective 4 as Objective 4 as
effective verbal and shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
non-verbal rating sheets rating sheets rating sheets rating sheets rating sheets OR No
classroom acceptable evidence
communicatio n
strategies to was shown.
support learner
understanding,
participation,
engagement and
achievement
2. Learning
Environment
5. Exhibited
effective
SY 2021-
2022 20% Quality Modelled Level 8 in
Objective 5 as
Modelled Level 7 in
Objective 5 as
Modelled Level 6 in
Objective 5 as
Modelled Level 5 in
Objective 5 as
Modelled Level 4 in
Objective 5 as
#DIV/0! #DIV/0! #DIV/0!
strategies that shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
ensure safe and rating sheets rating sheets rating sheets rating sheets rating sheets OR No
secure learning acceptable evidence
environments to was shown.
enhance learning
through the
consistent
implementation of
policies,
guidelines and
procedures

6. Exhibited SY 2021- Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #DIV/0! #DIV/0! #DIV/0!
effective practices 2022 Objective 6 as Objective 6 as Objective 6 as Objective 6 as Objective 6 as
to foster learning shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
environments that rating sheets rating sheets rating sheets rating sheets rating sheets OR No
promote fairness, acceptable evidence
respect and care was shown.
to encourage
learning

7. Worked with SY 2021- Quality Modelled varying Modelled varying Modelled effective Modelled an No acceptable #DIV/0! #DIV/0! #DIV/0!
colleagues to 2022 strategies that strategies that strategies that effective strategy evidence was
share successful sustain a supportive sustain a supporting promote a that promote a shown
strategies that learning learning supportive learning supportive learning
sustain environment for environment and environment and environment and
supportive learners to feature all engage learners to engage learners to
learning recognize each elements of participate, participate,
environments that other’s learning collaborative cooperate, and/or cooperate, and/or
nurture and strengths and learning as shown collaborate in collaborate in
inspire learners to value the in the submitted continued learning class discussions
participate, contribution of learning material as shown in the as shown in the
cooperate and others as submitted learning submitted learning
collaborate in evidenced by the materials materials
continued submitted learning
learning material
 8. Modelled SY 2021- Quality Modelled and Modelled and Modelled and Modelled and No acceptable #DIV/0! #DIV/0! #DIV/0!
successful 2022 discussed with discussed with discussed with discussed with evidence was
strategies and colleagues effective colleagues colleagues varied colleagues a shown
supported strategies that consistent teaching practices teaching practice
colleagues in reflect application of that successfully that successfully
promoting modifications in teaching practices motivate learners motivate learners
learning teaching practices that successfully to work to work
environments that to sustain learner motivate learners productively by productively by
effectively motivation in to monitor and assuming assuming
motivate learners monitoring and evaluate their own responsibility for responsibility for
to work evaluating their learning as shown their own learning their own learning
productively by own learning as in the submitted as shown in the as shown in the
assuming shown in the learning material submitted learning submitted learning
responsibility for submitted learning material material
their own learning material

3. Diversity of
Learners,
9. Assisted
colleagues to
SY 2021-
2022 20% Quality Modelled Level 8 in
(SET A) Objective 9 as
Modelled Level 7 in
Objective 9 as
Modelled Level 6 in
Objective 9 as
Modelled Level 5 in
Objective 9 as
Modelled Level 4 in
Objective 9 as
#DIV/0! #DIV/0! #DIV/0!
Curriculum and design, adapt and shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
Planning & implement rating sheets rating sheets rating sheets rating sheets rating sheets OR No
Assessment and teaching acceptable evidence
Reporting strategies that are was shown.
responsive to
learners with
disabilities,
giftedness and
talents
learners with
disabilities,
giftedness and
talents

Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level #DIV/0! #DIV/0! #DIV/0!
(SET B) 5 as shown in the 4 as shown in the 3 as shown in the 2 as shown in the 1 as shown in the
TRFs TRFs TRFs TRFs TRFs OR No
acceptable evidence
was shown

10. Developed SY 2021- Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #DIV/0! #DIV/0! #DIV/0!
and applied 2022 (SET A) Objective 10 as Objective 10 as Objective 10 as Objective 10 as Objective 10 as
teaching shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
strategies to rating sheets rating sheets rating sheets rating sheets rating sheets OR No
address acceptable evidence
effectively the was shown.
needs of learners
from indigenous
groups

Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level #DIV/0! #DIV/0! #DIV/0!
(SET B) 5 as shown in the 4 as shown in the 3 as shown in the 2 as shown in the 1 as shown in the
TRFs TRFs TRFs TRFs TRFs OR No
acceptable evidence
was shown
11. Worked SY 2021- Quality Worked with Worked with Worked with Evaluated the No acceptable #N/A 0 0.000
collaboratively 2022 colleagues in colleagues in colleagues in design of learning evidence was
with colleagues to redesigning listing detailed evaluating the programs that shown
evaluate the learning programs recommendations design of learning develop the
design of learning based on the list of on improving the programs that knowledge and
programs that recommendations design of learning develop the skills of learners at
develop the as evidenced by programs based on knowledge and different ability
knowledge and MOV No. 1 the results of skills of learners at levels without the
skills of learners evaluation as different ability help of colleagues
at different ability evidenced by MOV levels as evidenced as evidenced by
levels No. 2 by MOV No. 3 MOV No. 4

12. Worked SY 2021- Quality Evaluated Implemented Explored Planned activities No acceptable #N/A 0 0.000
collaboratively 2022 activities with activities with interventions with with colleagues to evidence was
with colleagues to colleagues by colleagues to colleagues to address the use of shown
analyze and looking for key address the use of address utilization of assessment data to
utilize success indicators assessment data to assessment data modify practices
assessment data (p. 14, DO 35, s. modify practices which could be in and/or programs as
to modify 2016) as evidenced and/or programs as the form of learning evidenced by the
practices and by the submitted evidenced by the materials, submitted MOV
programs to MOV submitted MOV instructional
further support materials,
learner progress equipment,
and achievement strategies in
teaching, modality in
teaching, program,
etc. (p. 9, DO 35, s.
2016) as evidenced
by the submitted
MOV
4. Community 13. Reflected on SY 2021-
Linkages and and evaluated 2022 30% Quality Synthesized the Consulted
evaluations from the parents, guardians,
Conducted FGD
with teachers on
Conducted a
survey to gather
No acceptable
evidence was
#N/A 0 0.000
Professional learning wider school and/or other programs, projects, feedback on shown
Engagement & environments that community of the external and/or activities that programs, projects,
Personal Growth are responsive to
community
programs, projects, stakeholders on
and/or activities that programs, projects,
maintain the
learning
and/or activities that
are responsive to
and Professional contexts maintain the and/or activities that environments community contexts
Development learning maintain the responsive to as evidenced by
environment learning community context MOV No. 4
responsive to environments to reflect on and
community context responsive to evaluate them as
as evidenced by community context evidenced by MOV
MOV No. 1 to reflect on and No. 3
evaluate them as
evidenced by MOV
No. 2
14. Discussed SY 2021- Quality Discussed with Discussed with Discussed with Planned for a No acceptable #N/A 0 0.000
with colleagues 2022 colleagues colleagues colleagues discussion of evidence was
teaching and teaching and teaching and teaching and teaching and shown
learning practices learning practices learning practices learning practices learning practices
that apply existing that adhere to laws, that adhere to laws, that adhere to laws, that adhere to laws,
codes, laws and regulations, and regulations, and regulations, and regulations, and
regulations that responsibilities responsibilities responsibilities responsibilities
apply to the specified in the specified in the specified in the specified in the
teaching Code of Ethics for Code of Ethics for Code of Ethics for Code of Ethics for
profession, and Professional Professional Professional Professional
the Teachers and Teachers and Teachers as Teachers as
responsibilities reviewed the reviewed the evidenced by MOV evidenced by MOV
specified in the annotated personal reflection No. 3 No. 4
Code of Ethics for evidence of notes of
Professional practice of colleagues as
Teachers colleagues as evidenced by MOV
evidenced by MOV No. 2
No. 1
15. Exhibited SY 2021- Quality Evaluated with Conducted Discussed with Implemented No acceptable #N/A 0 0.000
commitment to 2022 teachers the discussions with teachers certain school policies and evidence was
and supported implementation of teachers on the school policies and procedures as shown
teachers in the certain school progress of procedures for evidenced by MOV
implementation of policies and implementation of uniform No. 4
school policies procedures as certain school implementation as
and procedures evidenced by MOV policies and evidenced by MOV
to foster No. 1 procedures as No. 3
harmonious evidenced by MOV
relationships with No. 2
learners, parents
and other
stakeholders

16. Manifested a SY 2021- Quality Evaluated Implemented Planned for an Demonstrated a No acceptable #N/A 0 0.000
learner- centered 2022 lesson plans of plan for an activity activity to support learner-centered evidence was
teaching colleagues to to support colleagues in teaching philosophy shown
philosophy in enhance their own colleagues in enhancing their own in one aspect of
various aspects learner- centered enhancing their own learner- centered practice (i.e., lesson
of practice and teaching practice as learner- centered teaching practice as planning) as
support evidenced by MOV teaching practice as evidenced by MOV evidenced by MOV
colleagues in No. 1 evidenced by MOV No. 3 No. 4
enhancing their No. 2
own learner-
centered teaching
philosophy
17. Identified and SY 2021- Quality Identified and Identified and Identified and Identified personal No acceptable #N/A 0 0.000
utilized personal 2022 utilized personal utilized personal utilized personal professional evidence was
professional professional professional professional strengths that shown
strengths to strengths to uphold strengths to uphold strengths to uphold uphold the dignity of
uphold the dignity the dignity of the dignity of the dignity of teaching as a
of teaching as a teaching as a teaching as a teaching as a profession as
profession to help profession to help profession to help profession to help evidenced by MOV
build a positive build a positive build a positive build a positive No. 4
teaching and teaching and teaching and teaching and
learning culture learning culture learning culture learning culture
within the school within the school within the school within the school
by inspiring unity by initiating in responding to
in responding to activities to avoid an issue or a
potential threats potential threats challenging
and risks to the and risks to the situation as
school community school community evidenced by MOV
as evidenced by as evidenced by No. 3
MOV No. 1 MOV No. 2

18. Reflected on SY 2021- Quality Updated Conducted Planned for Accomplished the No acceptable #N/A 0 0.000
the Philippine 2022 professional mid-year review with professional e-SAT at the evidence was
Professional development goals colleagues as development beginning of the shown
Standards for during Phase II of evidenced by MOV based on e- SAT school year as
Teachers to plan the RPMS Cycle as No. 2 or 3 results as evidenced evidenced by MOV
personal evidenced by MOV by MOV No. 4 No.5
professional No.1
development
goals and assist
colleagues in
planning and
achieving their
own goals
5. Plus Factor 19. Performed SY 2021-
various related 2022 10% Quality Performed at least 1 Performed at least 1 Performed at least 1 Performed at least 1 No acceptable
related work/activity related work/activity related work/activity related work/activity evidence was
#N/A 0 0.000
works/activities that contribute to the that contribute to the that contribute to the that contributed to shown
that contribute to teaching-lerning teaching-lerning teaching-lerning the teaching-
the teaching- process beyond the process within the process within the learning process
learning process school/Community school/Community learning within the class as
Learning Center Learning Center area/department as evidenced by
(CLC) as evidenced (CLC) as evidenced evidenced by submitted MOV
by submitted MOV by submitted MOV submitted MOV

RATING FOR OVERALL ACCOMPLISHMENTS #DIV/0! #DIV/0!

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

0 0 0
Ratee Rater Approving Authority
 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. 3. Applies negotiation principles in arriving at win-win agreements.

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. 5. Works constructively and collaboratively with others and across organizations to accomplish organization
goals and objectives.
Professionalism and Ethics Service Orientation
1. Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards for 1. Can explain and articulate organizational directions, issues and problems.
Public Officials and Employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking into account the impact of his/her actions 2. Takes personal responsibility for dealing with and/or correcting customer service issues and concerns.
and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good 3. Initiates activities that promote advocacy for men and women empowerment.
grooming and communication.

4. Makes personal sacrifices to meet the organization’s needs. 4. Participates in updating office vision, mission, mandates and strategies based on DepEd strategies and
directions.
5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve system and 5. Develops and adopts service improvement program through simplified procedures that will further
help others improve their effectiveness. enhance service delivery.
Results Focus Innovation

1. Achieves results with optimal use of time and resources most of the time. 1. Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes and
suggests better ways to do things (cost and/or operational efficiency).
2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal
before personal needs. 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 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
completeness with no supervision required.

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).
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) SUMMARY SHEET
Master Teacher I-IV (Highly Proficient Teacher)

Name of Employee: 0 Name of Rater: 0

Position: 0 Position: 0
Bureau/Center/Service/Division: 0 Date of Review: December 30, 1899
Rating Period: SY 2021-2022 (August 2021-July 2022)

Weight per Weight per Numerical Ratings

KRA Objectives Score
KRA Objective Q E T Ave
Objective 1 5% #DIV/0! #DIV/0! #DIV/0!
Objective 2 5% #DIV/0! #DIV/0! #DIV/0!
KRA 1 20%
Objective 3 5% #DIV/0! #DIV/0! #DIV/0!
Objective 4 5% #DIV/0! #DIV/0! #DIV/0!
Objective 5 5% #DIV/0! #DIV/0! #DIV/0!
Objective 6 5% #DIV/0! #DIV/0! #DIV/0!
KRA 2 20%
Objective 7 5% #DIV/0! #DIV/0! #DIV/0!
Objective 8 5% #DIV/0! #DIV/0! #DIV/0!
Objective 9 5% 0.000 0.000
Objective 10 5% 0.000 0.000
KRA 3 20%
Objective 11 5% 0 0.000 0.000
Objective 12 5% 0 0.000 0.000
Objective 13 5% 0 0.000 0.000
Objective 14 5% 0 0.000 0.000
Objective 15 5% 0 0.000 0.000
KRA 4 30%
Objective 16 5% 0 0.000 0.000
Objective 17 5% 0 0.000 0.000
Objective 18 5% 0 0.000 0.000
KRA 5 10% Objective 19 10% 0 0.000 0.000
Final Rating #DIV/0!
Adjectival Rating #DIV/0!
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 PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies

B. Core Behavioral Competencies

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RATEE RATER APPROVING AUTHORITY