INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Employee: FLORITA B. CHUMACERA Name of Rater: MARY JOY H. SIMO-AG, PhD
Position: Teacher II Position: Asst. School Principal II
School / Division: Dr. Santiago Dakudao Sr. National High School Date of Review:
Review Period: May 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION

Weight PERFORMANCE INDICATOR Rating

MFOs KRAs Objectives Timeline per Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
KRA QET Q E T Ave.
(5) (4) (3) (2) (1)
Basic 1. Content 1. Applied Knowledge of Quality Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was
Education Knowledge content within and across and its integration within and and its integration within and and its integration within and and its integration within and shown
Services and Pedagogy curriculum teaching areas. across subject areas as show in across subject areas as show in across subject areas as show in across subject areas as show in
(40%) MOV1 with rating of 7 MOV1 with rating of 6 MOV1 with rating of 5 MOV1 with rating of 4
May 2018
to April 7.5% Efficiency Submitted at least 4 lessons Submitted 3 lessons using MOV 1 Submitted 2 lessons using MOV 1 Submitted any 1 of the given Each part had no description of 4 5 4.5 0.338
2019 using MOV 1 and supported by and supported by any one of the and supported by any 1 one of MOV what to do with example
any one of the other given MOV other given MOV the other given MOV

Timeliness

2. Used a range of Quality Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies that teaching strategies that promote teaching strategies that promote teaching strategies that promote teaching strategies that promote shown
enhance learner reading, writing and/or numeracy reading, writing and/or numeracy reading, writing and/or numeracy reading, writing and/or numeracy
achievement in literacy skills as shown in MOV 1 with a skills as shown in MOV 1 with a skills as shown in MOV 1 with a skills as shown in MOV 1 with a
and numeracy skills. rating of 7 rating of 6 rating of 5 rating of 4
May 2018
to April 7.5% Efficiency Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was 4 4 4 0.300
2019 centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
shown in MOV 1 and supported MOV 1 and supported by any 1 of MOV 1 and supported by any 1 of MOV 1 and supported by any 1 of
by any 1 of the other MOV given the other MOV given the other MOV given the other MOV given

Timeliness

3. Applied a range of Quality Used different teaching strategies Used different teaching strategies Used different teaching strategies Used different teaching strategies No acceptable evidence was
teaching strategies to that develop critical and creative that develop critical and creative that develop critical and creative that develop critical and creative shown
develop critical and thinking and/or other HOTS as thinking and/or other HOTS as thinking and/or other HOTS as thinking and/or other HOTS as
creative thinking, as well shown in MOV 1 with a rating of 7 shown in MOV 1 with a rating of 6 shown in MOV 1 with a rating of 5 shown in MOV 1 with a rating of 4
as other higher-order
thinking skills.
May 2018
to April 7.5% Efficiency Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 4 5 4.5 0.338
2019 evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness

2. Learning 4.Managed classroom Quality Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
Environment structure to engage strategies that engage learners in strategies that engage learners in strategies that engage learners in strategies that engage learners in shown
and Diversity learners, individually or in activites/tasks as shown in MOV activites/tasks as shown in MOV activites/tasks as shown in MOV activites/tasks as shown in MOV
of Learners groups, in meaningful 1 with a rating of 7 1 with a rating of 6 1 with a rating of 5 1 with a rating of 4
exploration, discovery and May 2018
hands-on activities within a to April 7.5% 4 5 4.5 0.338
range of physical learning Efficiency Submitted at least 4 lessons Submitted 3 lessons supported by Submitted 2 lessons supported by Submitted 1 lessons supported by No acceptable evidence was
2019 supported by MOV 1 and any 1 of MOV 1 and any 1 of the other MOV 1 and any 1 of the other MOV 1 and any 1 of the other shown
environments.
the other acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

5. Manage learner Quality Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
behavior constructively by strategies of learner behavior that strategies of learner behavior that strategies of learner behavior that strategies of learner behavior that shown
applying positive and non- promote positive and non-violent promote positive and non-violent promote positive and non-violent promote positive and non-violent
violent discipline to ensure discipline as shown in MOV discipline as shown in MOV discipline as shown in MOV discipline as shown in MOV
learning-focused submitted with a rating of 7 submitted with a rating of 6 submitted with a rating of 5 submitted with a rating of 4
environment. May 2018
to April 7.5% 4 5 4.5 0.338
2019 Efficiency Submitted at least 4 of the given Submitted at least 4 of the given Submitted at least 4 of the given Submitted at least 4 of the given No acceptable evidence was
strategies as observed in at least strategies as observed in 3 strategies as observed in 2 strategies as observed in 1 shown
4 lessons lessons lessons lessons

Timeliness

DEPED RPMS form – For Teachers I 1


MFOs KRAs Objectives
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
3. Curriculum 7. Planned, managed and
and Planning implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
8. Participated in collegial
discussions that use
teacher and learner
feedback to enrich
teaching practice
9. Selected developed,
organized and used
appropriate teaching and
learning resources,
including ICT, to address
learning goals.
4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements.
11. Monitored and
evaluated learner progress
and achievement using
learner attainment data.
Weight
Timeline per Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
KRA QET Q E T Ave.
(5) (4) (3) (2) (1)
Quality Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was
strategies to address learner strategies to address learner strategies to address learner strategies to address learner shown
diversity as shown in MOV 1 with diversity as shown in MOV 1 with diversity as shown in MOV 1 with diversity as shown in MOV 1 with
a rating of 7 a rating of 6 a rating of 5 a rating of 4
May 2018 Efficiency Submitted at least 4 differentiated Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
to April 7.5% teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown 3 5 4 0.300
2019 lessons as evidenced by MOV 1 lessons as evidenced by MOV 1 lessons as evidenced by MOV 1 lessons as evidenced by MOV 1
and supported by any 1 of the and supported by any 1 of the and supported by any 1 of the and supported by any 1 of the
other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV
Timeliness
Quality Planned and implemented Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
developmentally sequenced developmentally sequenced developmentally sequenced developmentally sequenced shown
teaching and learning process as teaching and learning process as teaching and learning process as teaching and learning process as
shown in MOV 1 with rating of 7 shown in MOV 1 with rating of 6 shown in MOV 1 with rating of 5 shown in MOV 1 with rating of 4
May 2018
Efficiency Submitted at least 4 Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was
to April 7.5% 3 5 4 0.300
2019 developmentally sequenced sequenced teaching and learning sequenced teaching and learning sequenced teaching and learning shown
teaching and learning process as process as evidently shown in process as evidently shown in process as evidently shown in
evidently shown in MOV 1 of the MOV 1 of the other given MOV MOV 1 of the other given MOV MOV 1 of the other given MOV
other given MOV
Timeliness
Quality Consistently participated in Frequently participated in LACs / Occasionally participated in LACs Rarely participated in LACs / No acceptable evidence was
LACs / FGDs / meetings to FGDs / meetings to discuss / FGDs / meetings to discuss FGDs / meetings to discuss shown
discuss teacher/learner feedback teacher/learner feedback to teacher/learner feedback to teacher/learner feedback to
to enrich instruction as shown in enrich instruction as shown in the enrich instruction as shown in the enrich instruction as shown in the
the MOV submitted MOV submitted MOV submitted MOV submitted
May 2018
to April 7.5% 5 5 5 0.375
2019 Efficiency Participated in at least 4 LACs / Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
FGDs / meetings as evidently meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
shown in any 1 of the given MOV any 1 of the given MOV any 1 of the given MOV any 1 of the given MOV
Timeliness
Quality Developed and used varied Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning resources, teaching and learning resources, teaching and learning resources, teaching and learning resources, shown
including ICT, to address learning including ICT, to address learning including ICT, to address learning including ICT, to address learning
goals as shown in MOV 1 with a goals as shown in MOV 1 with a goals as shown in MOV 1 with a goals as shown in MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4
May 2018
to April 7.5% Efficiency Submitted at least 4 varried Submitted 3 varried teaching and Submitted 2 varried teaching and Submitted 1 varried teaching and No acceptable evidence was 3 3 3 0.225
2019 teaching and learning resources, learning resources, including ICT, learning resources, including ICT, learning resources, including ICT, shown
including ICT, as evidently shown as evidently shown in MOV 1 and as evidently shown in MOV 1 and as evidently shown in MOV 1 and
in MOV 1 and supported by any 1 supported by any 1 of the supported by any 1 of the supported by any 1 of the
of the acceptable MOV acceptable MOV acceptable MOV acceptable MOV
Timeliness
Quality Designed, selected, organized Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and summative assessment and summative assessment and summative assessment and summative assessment
strategies consistent with strategies consistent with strategies consistent with strategies consistent with
curriculum requirements as curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating of 7 shown in MOV with the rating of 6 shown in MOV with the rating of 5 shown in MOV with the rating of 4
May 2018
to April 7.5% 5 4 4.5 0.338
2019
Efficiency Submitted at least 4 varied Submitted 3 varied assessment Submitted 2 varied assessment Submitted 1 varied assessment No acceptable evidence was
assessment tools as evidently tools as evidently shown in any 1 tools as evidently shown in any 1 tools as evidently shown in any 1 shown
shown in any 1 of the acceptable of the acceptable MOV of the acceptable MOV of the acceptable MOV
MOV
Timeliness
Quality Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and evaluated No acceptable evidence was
evaluated learners progress and evaluated learners progress and evaluated learners progress and learners progress and shown
achievement using learner achievement using learner achievement using learner achievement using learner
attainment data as shown in the attainment data as shown in the attainment data as shown in the attainment data as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
May 2018
to April 7.5% 5 5 4 4.67 0.350
2019 DEPED RPMS form – For Teachers I 2
 and achievement using
learner attainment data. Weight
MFOs KRAs Objectives Timeline per Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
May 2018 KRA QET Q E T Ave.
to April 7.5% (5) (4) (3) (2) (1) 5 5 4 4.67 0.350
2019 Efficiency Submitted a combination of at Submitted a combination of 3 of Submitted a combination of 2 of Submitted a combination of 1 of No acceptable evidence was
least 4 of the acceptable MOV the acceptable MOV the acceptable MOV the acceptable MOV shown
Timeliness Submitted MOV were distributed Submitted MOV were distributed Submitted MOV were distributed Submitted MOV were distributed No acceptable evidence was
across 4 quarters across 3 quarters across 2 quarters across 1 quarters shown

12. Communicated Quality Consistenly showed prompt and Frequently showed prompt and Occasionally showed prompt and Rarely showed prompt and clear No acceptable evidence was
promptly and clearly the clear communication of the clear communication of the clear communication of the communication of the learners' shown
learners' needs, progress learners' needs, progress and learners' needs, progress and learners' needs, progress and needs, progress and achievement
and achievement to key achievement to key stakeholders, achievement to key stakeholders, achievement to key stakeholders, to key stakeholders, including
stakeholders, including including parents / guardians as including parents / guardians as including parents / guardians as parents / guardians as shownin
parents / guardians. shownin the MOV submitted shownin the MOV submitted shownin the MOV submitted the MOV submitted
May 2018
to April 7.5% 5 5 5 5 0.375
2019
Efficiency Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Timeliness Submitted MOV were distributed Submitted MOV were distributed Submitted MOV were distributed Submitted MOV were distributed No acceptable evidence was
across 4 quarters across 3 quarters across 2 quarters across 1 quarters shown

5. Plus Factor 13. Performed various Quality Consistently performed various Frequently performed various Occasionally performed various Rarely performed various related No acceptable evidence was
related work/activities that related work / activities that related work / activities that related work / activities that work / activities that contribute to shown
contribute to the teaching- contribute to the teaching contribute to the teaching contribute to the teaching the teaching learning process as
learning process. learning process as shown in the learning process as shown in the learning process as shown in the shown in the MOV submitted
May 2018 MOV submitted MOV submitted MOV submitted
to April 10.0% 5 5 5 0.500
2019
Efficiency Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness

* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.413
ADJECTIVAL RATING Very Satisfactory
Ratee:
Rater:
FLORITA B. CHUMACERA Approving Authority:
Secondary School Teacher II MARY JOY H. SIMO-AG, PhD
Asst. School Principal II MARY JOY H. SIMO-AG, PhD
Asst. School Principal II

DEPED RPMS form – For Teachers I 3

Name of Employee: FLORITA B. CHUMACERA Name of Rater MARY JOY H. SIMO-AG, PhD
Position Teacher II Position: Asst. School Principal II
School / Division: Dr. Santiago Dakudao Sr. National High School Date of Review:
Rating Period: May 2018 - April 2019

COMPETENCIES

CORE BEHAVIORAL COMPETENCIES

Self-Management Teamwork
1. Sets personal goals and direction, needs and development. 1. Willingly does his/her share of responsibility.
2. Undertakes personal actions and behaviors that are clear and purposive and takes 2. Promotes collaboration and removes barriers to teamwork and goal accomplishment
into account personal goals and values congruent to that of the organization the organization.
3. Displays emotional maturity and enthusiasm for and its challenged by higher 4 3. Applies negotiation principles in arriving at win-win agreements. 5
goals. 4. Drives consensus and team ownership of decisions.
5. Prioritize work tasks and schedules (through Gantt charts, checklists, etc.) to 5. Works constructively and collaboratively with others and across organizations to
achieve goals. accomplish organizational goals and objectives.
5. Sets high quality, challenging, realistic goals for self and others.

Professionalism and Ethics Service Orientation

1. Demonstrates the values and behavior enshrined in the Norms of 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.
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
improve systems and help others improve their effectiveness.
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.
5 3. Initiates activities that promotes advocacy for men and women empowerment. 5
4. Participates in updating of office vision, mission, mandates and strategies based on
DEPED strategies and directions.
Develops and adopts service improvement programs through simplified procedures that
will further enhance service delivery.

Result Focus Innovation

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.
3 . Delivers error-free outputs most of the time by conforming to standard operating
procedures correctly and consistently. Able to produce very satisfactorily quality work in
terms of usefulness/acceptability and 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 more precise ways of meeting goals set.
5. Makes specific changes in the system or in own work methods to improve
performance. Examples may include doing something better, faster, at a lower cost, more
efficiently; or improving quality, customer satisfaction, morale, without setting any specific
goal.
1 . Examines the root cause of problems and suggests effective solutions. Fosters 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
4 personal productivity to create higher value and results. 3
3. Promotes a creative climate and inspires co-workers to develop original ideas or
solutions.
4 . Translates creative thinking into tangible changes and solutions that improve the work
unit and organization.
5 . Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness
and the ability to succeed with minimal resources.

5 - Role model; 4 - Consistently demonstate; 3 - Most of the time demonstrate; 2 - Sometimes demonstrate; 1 - Rarely demonstrate

OVERALL
COMPETENCY 4.200
RATINGS

RPMS MANUAL 2018 - Appendix D.3

 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating

Accomplishments of KRAs and Objectives 4.41

Employee-Superior Agreement
The signatures below confirm that the employee and his/her superior have agreed to the contents of the performance as captured in this form.

Name of Employee: FLORITA B. CHUMACERA Name of Superior: MARY JOY H. SIMO-AG, PhD
Signature: Signature:
Date: April 12, 2019 Date: April 12, 2019
PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs Timeline Resources Needed
(Recommended Developmental Intervention)
A. Functional Competencies
Based on the objectives
(Part I), identify the areas Based on the objectives (Part I), identify the What do you plan or recommend to address your
development needs? Ex: Specify your time frame of What are the resources
that you got high rating areas that you got low rating needed of your action plan?
Ex: Application of Seminar-workshops/SLAC Session on classroom the action plan
knowledge of content Ex: Management of classroom structure to Ex: Seminar-Workshop
engage the learners in meanigful exploration management; Observe Master Teachers in Ex: June-July 2019 Registration, SLAC Matrix
within and across facilitating classroom management
curriculum teaching areas

B. Core Behavioral Competencies

What are the resources

Based on the competecies What do you plan or recommend to address your
Specify your time frame of needed of your action plan?
(Part II), identify the areas Based on the competecies (Part II), identify development needs? Ex: Self-reflection, coaching
that you got high rating Ex: the areas that you got low rating
from other teachers, seminars on self- the action plan Ex: June- Ex: Self-management reading
Ex: Self-Management August 2019 materials, seminar registration
Teamwork management
fee

Ratee: Rater:
Approving Authority:
FLORITA B. CHUMACERA MARY JOY H. SIMO-AG, PhD
Secondary School Teacher II Asst. School Principal II MARY JOY H. SIMO-AG, PhD
Asst. School Principal II
 POSITION AND COMPETENCY PROFILE PCP No. _________ Revision Code: 00

Department of Education
Name FLORITA B. CHUMACERA Salary Grade 11
Postion Title Teacher II Effectivity Date November 10, 2009
Office Unit Dr. Santiago Dakudao Sr. National High School Page/s
Reports to Asst. School Principal II
Position Supervised
JOB SUMMARY

QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary / Secondary / Early Childhood Education or Bachelor's degree plus 18 units in Education
Experience None required
Eligibility RA 1080
Trainings None required
B. Preferred Qualifications
Education BSE / BSEEd / College Graduate with Education units (18-21), at least 18 MA units
Experience
Eligibility PBET / LET Passer
Trainings In-service Training
 FINAL RATING Descriptive Rating
0 - 1.499 Poor
1.5 - 2.499 Unsatisfactory
2.5 - 3.499 Satisfactory
3.5 - 4.499 Very Satisfactory
4.5 - 5 Outstanding