Part IV DP - Final

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Quezon
Name of School
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Name of Employee: Name of Rater:
Position: TEACHER III Position: PRINCIPAL I
Bureau/Center/Service/Division: Date of Review:
Rating Period: SY 2018 - 2019
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING
EVALUATION
Performance Indicators Rating

Weight Actual
MFOs KRAs Objectives Timeline Score
per KRA Results
Outstanding Very Unsatisfactory Poor
QET Satisfactory (3) Q E T Ave
(5) Satisfactory (4) (2) (1)
Basic Content 1. Applied June 2018 7.50% Quality Showed Showed Showed Showed No acceptable
Education
1.
Knowledge knowledge of to March knowledge of knowledge of knowledge of knowledge of evidence was
4 5 4.5 0.3375
Services and Pedagogy content within and 2019 content and its content and its content and its content and its shown
across curriculum integration integration integration integration
teaching areas. within and within and within and within and
across subject across subject across subject across subject
4
areas as shown areas as shown areas as shown areas as shown
inMOV1witha inMOV1witha in MOV 1 with in MOV 1 with
rating of 7 rating of 6 a rating of 5 a
rating of 4
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No

least 4 lessons lessons using lessons using of the given acceptable
using MOV 1 MOV 1 and MOV 1 and MOV evidence was
and supported supported by supported by shown
by any 1 of the any 1 of the any 1 of the
other given other given other given 5
MOV MOV MOV
Timeliness
Weight Actual
MFOs KRAs Objectives Timeline Outstanding Very Unsatisfactory Poor Score
per KRA QET Satisfactory (3) Results Q E T Ave
Basic 2. Used a range of June 2018 7.50% Quality Showed Showed Showed Showed No acceptable
Education teaching strategies to March knowledge of knowledge of knowledge of knowledge of evidence was
4 4 4 0.3
Services that enhance 2019 content and its content and its content and its content and its shown
learner integration integration integration integration
achievement in within and within and within and within and
literacy and across subject across subject across subject across subject
4
numeracy skills. areas as shown areas as shown areas as shown areas as shown
inMOV1witha inMOV1witha in MOV 1 with in MOV 1 with
rating of 7 rating of 6 a rating of 5 a
rating of 4
Efficiency Facilitated using Facilitated using Facilitated using Facilitated using No acceptable
different teaching different teaching different teaching different teaching evidence was
strategies that strategies that strategies that strategies that shown
promote reading, promote reading, promote reading, promote
writing and/or writing and/or writing and/or reading, writing
numeracy skills as numeracy skills as numeracy skills as and/or numeracy
shown in MOV 1 shown in MOV 1 shown in MOV 1 skills as shown in
with a rating of 7 with a rating of 6 with a rating of 5 MOV 1 with a 4
rating of 4
Timeliness

Weight Actual
Basic 3. Applied a range June 2018 7.50% Quality Used different Used different Used different Used different No acceptable
Education of teaching to March teaching teaching teaching teaching evidence was
4 3 3.5 0.2625
Services strategies to 2019 strategies that strategies that strategies that strategies that shown
develop critical and develop critical develop critical develop critical develop critical
creative thinking, and creative and creative and creative and creative
as well as other thinking and/or thinking and/or thinking and/or thinking and/or
higher- order other HOTS as other HOTS as other HOTS as other HOTS as 4
thinking skills. shown in MOV shown in MOV shown in MOV shown in MOV
1 with a rating 1 with a rating 1 with a rating 1 with a rating
of 7 of 6 of 5 of 4
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable
least 4 lessons lessons as lessons as lesson as evidence was
as evidenced by evidenced by evidenced by evidenced by shown
MOV 1 and MOV 1 and MOV 1 and any 1of the
supported by supported by supported by given MOV 3
any1ofthe other any1 of the any 1of the
given MOV other given other given
MOV MOV
Timeliness

Weight Actual
Basic 2. Learning 4. Managed June 2018 7.50% Quality Used Used Used Used No acceptable 4 4 4 0.3
Education Environment classroom to March classroom classroom classroom classroom evidence was
Services and structure to 2019 management management management management shown
Diversity of engage learners, strategies that strategies that strategies that strategies that
Learners individually or in engage engage engage engage
groups, in learners in learners in learners in learners in
meaningful activities/tasks activities/tasks activities/tasks activities/tasks 4
exploration, as shown in as shown in as shown in as shown in
discovery and MOV 1 with a MOV1witha MOV 1 with a MOV 1with a
hands-on rating of 7 rating of 6 rating of 5 rating of 4
activities within a
range of physical
learning
environments. Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable
least 4 lessons lessons lessons as lesson evidence was
supported by supported by evidenced by supported by shown
MOV 1 and any MOV 1 and any MOV 1 and any of the
1 of the other 1 of the other supported by acceptable
acceptable acceptable any 1of the MOV 4
MOV MOV other given
MOV
Timeliness

Weight Actual
Basic 5. Managed June 2018 7.50% Quality Applied Used Applied Applied No acceptable 4 4 4 0.3
Education learner behavior to March teacher classroom teacher teacher evidence was
Services constructively by 2019 management management management management shown
applying positive strategies of strategies that strategies of strategies of
and non-violent learner engage learner learner
discipline to behavior that learners in behavior that behavior that
ensure learning- promote activities/tasks promote promote
focused positive and as shown in positive and positive and
environments. non-violent MOV1witha non-violent non-violent 4
discipline as rating of 6 discipline as discipline as
shown in shown in shown in
MOV MOV MOV
submitted with submitted with submitted with
a rating of 7 a rating of 5 a
rating of 4
Efficiency Submitted at Submitted at Submitted at Submitted any 1 No acceptable

least 4 of the least 4 of the least 4 of the of the given evidence was
given strategies given strategies given strategies strategies as shown
as observed in as observed in 3 as observed in 2 observed in only
at least 4 lessons lessons 1 lesson
4
lessons
Timeliness

Weight Actual
Basic 6. Used June 2018 7.50% Quality Applied Applied Applied Applied No acceptable 3 3 3 0.225
Education differentiated, to March differentiated differentiated differentiated differentiated evidence was
Services developmentally 2019 teaching teaching teaching teaching shown
appropriate strategies to strategies to strategies to strategies to
learning address learner address learner address learner address learner
experiences to diversity as diversity as diversity as diversity as 3
address learners’ shown in shown in shown in shown in
gender, needs, MOV 1 with a MOV 1 with a MOV 1 with a MOV
strengths, rating of 7 rating of 6 rating of 5 1 with a rating
interests and of 4
experiences.
experiences.
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No acceptable

least 4 differentiated differentiated at least 4 evidence was
differentiated teaching teaching lessons as shown
observed in 3
teaching strategies in at strategies in 2
lessons as
strategies in at least 2 lessons lessons as observed in 2
least 2 lessons as evidenced evidenced by lessons
as evidenced by MOV 1 and MOV 1 and observed in only
by MOV 1 and supported by supported by 1 lesson
supported by any1ofthe any1ofthe differentiated
any 1 of the other other teaching 3
other acceptable acceptable strategy in only
acceptable MOV MOV 1 lesson as
evidently shown
MOV in any 1 of the
acceptable
MOV
Timeliness

Weight Actual
Basic 3. 7. Planned, June 2018 7.50% Quality Planned and Planned and Planned and Planned and No acceptable 4 4 4 0.3
Education Curriculum managed and to March implemented implemented implemented implemented evidence was
Services and Planning implemented 2019 developmental developmental developmental developmental shown
developmentally ly sequenced ly sequenced ly sequenced ly sequenced
sequenced teaching and teaching and teaching and teaching and
teaching and learning learning learning learning
4
learning process as process as process as process as
processes to meet shown in shown in shown in shown in
curriculum MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
requirements and rating of 7 rating of 6 rating of 5 rating of 4
varied teaching
contexts.
varied teaching
contexts.
least 4 developmental developmental developmental evidence was
developmental ly sequenced ly sequenced ly sequenced shown
ly sequenced teaching and teaching and teaching and
teaching and learning learning learning
learning process as process as process as
process as evidently evidently evidently
evidently shown in shown in shown 4
shown in MOV 1 and MOV 1 and in any 1 of the
MOV 1 and supported by supported by given MOV
supported by any 1 of the any 1 of the
any 1 of the other given other given
other given MOV MOV
MOV
Timeliness

Weight Actual
Basic 8. Participated in June 2018 7.50% Quality Consistently Frequently Occasionally Rarely No acceptable 4 4 4 0.3
Education collegial to March participated in participated in participated in participated in evidence was
Services discussions that 2019 LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ shown
use teacher and meetings to meetings to meetings to meeting to
learner feedback discuss discuss discuss discuss
to enrich teacher/learner teacher/learner teacher/learner teacher/learner
teaching practice. feedback to feedback to feedback to feedback to
enrich enrich enrich enrich 4
instruction as instruction as instruction as instruction as
shown in the shown in the shown in the shown in the
MOV MOV MOV MOV
submitted submitted submitted submitted
Efficiency Participated in Participated in Participated in Participated in No acceptable

at least 4 3 2 1 LAC/FGD/ evidence was
LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ in any 1 of the shown
meetings as meetings as meetings as given MOV
evidently evidently evidently 4
shown in any shown in any shown in any
1 of the given 1 of the given 1 of the given
MOV MOV MOV
Timeliness
Weight Actual
Basic 9. Selected, June 2018 7.50% Quality Developed and Developed and Developed and Developed and No acceptable 5 5 5 0.375
Education developed, to March used varied used varied used varied used varied evidence was
Services organized and 2019 teaching and teaching and teaching and teaching and shown
used appropriate learning learning learning learning
teaching and resources, resources, resources, resources,
learning including ICT, including ICT, including ICT, including ICT,
resources, to address to address to address to
including ICT, to learning goals learning goals learning goals address 5
address learning as shown in as shown in as shown in learning goals
goals. MOV1witha MOV1witha MOV 1 with a as shown in
rating of 7 rating of 6 rating of 5 MOV 1 with a
rating of 4
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No acceptable

least 4 varied varied varied teaching and evidence was
teaching and teaching and teaching and learning shown
learning learning learning resource,
resources, resources, resources, including ICT,
including ICT, including ICT, including ICT, as evidently
as evidently as evidently as evidently shown in any
shown in shown in shown in of 5
MOV 1 and MOV 1 and MOV 1 and the acceptable
supported by supported by supported by MOV
any 1 of the any 1 of the any 1 of the
acceptable acceptable acceptable
MOV MOV MOV
Timeliness

Weight Actual
Basic 4. 10. Designed, June 2018 7.50% Quality Designed, Designed, Designed, Designed, No acceptable 4 3 3.5 0.2625
Education Assessment selected, to March selected, selected, selected, selected, evidence was
Services and organized and 2019 organized and organized and organized and organized and shown
used diagnostic, used diagnostic, used diagnostic, used diagnostic,
Reporting used diagnostic,
formative and formative and formative and formative and
formative and summative summative summative summative
summative assessment assessment assessment assessment
assessment strategies strategies strategies strategies
strategies consistent with consistent with consistent with consistent with
consistent with curriculum curriculum curriculum curriculum
requirements as requirements as requirements as requirements as 4
curriculum
requirements. shown in MOV shown in MOV shown in MOV shown in MOV
1 with a rating 1 with a rating 1 with a rating 1 with a rating
of 7 of 6 of 5 of

least 4 varied varied varied assessment tool evidence was
assessment tools assessment tools assessment tools as evidently shown
as evidently as evidently as evidently shown in any of
shown shown shown in the acceptable
inany1ofthe inany1ofthe any1ofthe MOV 3
MOV MOV MOV
Timeliness

Weight Actual
Basic 11. Monitored June 2018 7.50% Quality Consistently Frequently Occasionally Rarely No acceptable 4 4 4 4 0.3
Education and evaluated to March monitored and monitored and monitored and monitored and evidence was
Services learner progress 2019 evaluated evaluated evaluated evaluated shown
and achievement learner learner learner learner
using learner progress and progress and progress and progress and
attainment data. achievement achievement achievement achievement
using learner using learner using learner using learner 4
attainment attainment attainment attainment
data as shown data as shown data as shown data
in the MOV in the MOV in the MOV as shown in
submitted submitted submitted the
MOV
submitted
Efficiency Submitted a Submitted a Submitted a Submitted 1 No acceptable
combination combination combination acceptable evidence was
of at least 4 of of 3 of the of 2 of the MOV shown
the acceptable acceptable acceptable 4
MOV MOV MOV
Timeliness Submitted Submitted Submitted Submitted any No acceptable

MOV were MOV were MOV were 1 of the given evidence was
distributed distributed distributed MOV shown 4
across 4 across 3 across 2
quarters quarters quarters

Weight Actual
Basic 12. June 2018 7.50% Quality Consistently Frequently Occasionally Rarely showed No acceptable 4 4 4 4 0.3
Education Communicated to March showed showed showed prompt and evidence was
Services promptly and 2019 prompt and prompt and prompt and clear shown
clearly the clear clear clear communicatio
learners’ needs, communicatio communicatio communicatio n of the
progress and n of the n of the n of the learners’
achievement to learners’ learners’ learners’ needs,
key stakeholders, needs, needs, needs, progress
including progress and progress and progress and and
parents/guardians achievement achievement achievement achievement 4
. to key to key to key to
stakeholders, stakeholders, stakeholders, key
including including including stakeholders,
parents/ parents/ parents/ including
guardians as guardians as guardians as parents/
shown in the shown in the shown in the guardians as
MOV MOV MOV shown in the
submitted submitted submitted MOV
submitted
Efficiency Submitted a Submitted a Submitted a Submitted any No acceptable
combination combination combination 1 evidence was
of at least 4 of of 3 of the of 2 of the of the given shown 4
the acceptable acceptable acceptable MOV
MOV MOV MOV
Timeliness Submitted Submitted Submitted Submitted any

MOV were MOV were MOV were 1
distributed distributed distributed of the given 4
across 4 across 3 across 2 MOV
quarters quarters quarters
Weight Actual
Basic 5. Plus 13. Performed June 2018 10.00% Quality Consistently Frequently Occasionally Rarely No acceptable 5 5 5 0.5
Education Factor various related to March performed performed performed performed evidence was
Services works/activities 2019 various related various related various related various related shown
that contribute to work/activities work/activities work/activities work/activities
the teaching- that contribute that contribute that contribute that contribute
learning process. to the teaching to the teaching to the teaching to the teaching
learning learning learning learning 5
process as process as process as process as
shown in the shown in the shown in the shown in the
MOV MOV MOV MOV
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No acceptable

least 4 different kinds different kinds 1 of the evidence was
different kinds of acceptable of acceptable acceptable shown
of acceptable MOV MOV MOV 5
MOV
Timeliness
RATING FOR OVERALL ACCOMPLISHMENTS 4.0625
ADJECTIVAL RATING Very Satisfactory
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
Rater Ratee Approving Authority

Region XII
Division of Sultan Kudarat
Your School Here
Poblacion I, Lebak, Sultan Kudarat
ANNOTATION TEMPLATE
OBJECTIVES Means of Verification Description of the MOV Pres
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement
form about knowledge of content within
and across curriculum teaching areas
2. Lesson plans/modified DLLs developed

highlighting integration of content
✘ knowledge within and across subject areas
1. Applied knowledge of
content within and across 3. Instructional materials highlighting
curriculum teaching areas. mastery of content and its integration in
other subject areas
4. Performance tasks/test material(s)

highlighting integration of content
knowledge within and across subject areas
5. Others (Please specify and provide

annotations)

form about teaching strategies that
enhance learner achievement in literacy
and numeracy skills
2. Lesson plans/modified DLLs used in

teaching highlighting learner-centered
2. Used a range of teaching strategies that promote literacy and/or
strategies that enhance numeracy skills
learner achievement in
literacy and numeracy skills. 3. Instructional materials highlighting
learner-centered strategies that promote
literacy and/or numeracy skills
4. Performance tasks/test material(s) used
in teaching
5. Results of assessment used in teaching

annotations)

form about teaching strategies to develop
critical and creative thinking, as well as
other higher-order thinking skills

3. Applied a range of teaching highlighting different teaching
teaching strategies to strategies that develop critical and
develop critical and creative creative thinking and/or other HOTS
thinking, as well as other
higher- order thinking skills. 3. Instructional materials highlighting
different teaching strategies that develop
critical and creative thinking and/or other
HOTS
in demonstration teaching
5. Results of assessment used in teaching

annotations)

4. Managed classroom sheet and/or inter-observer agreement
structure to engage learners, form about managing classroom structure
individually or in groups, in that engages learners in various activities
meaningful exploration,
discovery and hands-on
activities within a range of 2. Lesson plans/modified DLLs highlighting
physical learning various classroom management strategies
environments. that engage learners in activities/tasks in
different physical learning environments
annotations)
Classroom observation tool (COT) rating

form about teacher management of
learner behavior using the following
strategies:
1. Providing motivation d provide
annotations)
5. Managed learner behavior

constructively by applying
positive and non-violent
2. Praising the learners/Giving
5. Managed learner behavior positive feedback
constructively by applying
positive and non-violent 3. Setting house rules/guidelines
discipline to ensure learning- 4. Ensuring learners’ active
focused environments. participation
5. Allowing learners to express
their ideas/opinions
6. Giving equal opportunities to
learners
7. Encouraging learners to ask
questions
8. Others (Please specify and
provide annotations)

form about using differentiated,
developmentally appropriate learning
experiences
2. Lesson plans/modified DLLs developed

6. Used differentiated, highlighting differentiation in content,
product, process, learning environment or
developmentally appropriate others according to learners’ gender,
learning experiences to needs, strengths, interests and
address learners’ gender, experiences
needs, strengths, interests
and experiences.
3. Instructional materials developed
highlighting differentiation in content,
product, process, learning environment or
others according to learners’ gender,
needs, strengths, interests and
experiences
4. Others (Please specify and provide annota

form about using developmentally
sequenced teaching and learning process
7. Planned, managed and
implemented 2. Lesson plans/modified DLLs
developmentally sequenced highlighting developmentally sequenced
teaching and learning instruction that meet curriculum goals and
processes to meet varied teaching contexts
curriculum requirements and
varied teaching contexts.
implemented
developmentally sequenced
teaching and learning
processes to meet
curriculum requirements and 3. Instructional materials used to
varied teaching contexts. implement developmentally sequenced
teaching and learning process to meet
curriculum requirements and varied
teaching contexts.
annotations)
1. Personal notes of teachers on

LACs/FGDs/meetings with proof of
attendance
8. Participated in collegial
discussions that use teacher
and learner feedback to 2. Minutes of LAC/FGD sessions on use of
enrich teaching practice. teacher and learner feedback to enrich
teaching practice with proof of attendance

annotations)

form about using appropriate teaching
and learning resources, including ICT
Examples:
 Activity sheets/task
sheets/work sheets
9. Selected, developed,  PowerPoint presentations
organized and used
 Video clips
appropriate teaching and
learning resources, including  Module
ICT, to address learning
goals.  SIMs-Strategic Intervention
Materials
 Others
2. Lesson plans/modified DLLs with
appropriate instructional materials
appended

annotations)

form about using diagnostic, formative
and summative assessment strategies
2. Prepared lesson plans/modified DLLs
highlighting appropriate use of formative
assessment strategies
10. Designed, selected,

3. Developed diagnostic tests:
(a) with TOS reviewed by
10. Designed, selected, superior;
organized and used (b) with sample accomplished
diagnostic, formative and questionnaire/answer sheets
summative assessment
strategies consistent with 4. Developed summative tests:
curriculum requirements. (a) with TOS reviewed by
superior;
(b) with sample accomplished
questionnaire/answer sheets
5. Developed performance tasks:
(a) with rubrics reviewed by
superior;
(b) with sample accomplished
rubrics

annotations)
1. Compilation of a learner’s written work

with summary of results and with
signature of parents
2. Formative/summative assessment tools

11. Monitored and evaluated with TOS and frequency of errors with
learner progress and identified least mastered skills
achievement using learner
attainment data. 3. Class records/grading sheets
4. Lesson plans/modified DLLs showing
index of mastery
annotations)
1. At least 3 samples of corrected test

papers of the same 3 learners in the same
learning area with parents’ or guardians’
signature and date of receipt
2. Minutes of PTA meetings or Parent-

Teacher conferences in all quarters with
12. Communicated promptly proof of parents’/guardians’ attendance
and clearly the learners’
needs, progress and 3. Report cards with parent’s or guardian’s
achievement to key signature in all quarters supported by
stakeholders, including minutes of meeting
parents/guardians. 4. Communication with parents/
guardians using various modalities
5. Anecdotal record showing entries per
quarter
6. Other documents showing learners’
needs, progress and achievement
submitted to other stakeholders
1. Certificate of Recognition or
Participation
2. Certificate of Training
3. Certificate of Speakership
4. Committee involvement
13. Performed various 5. Advisorship of Co-curricular activities

related works/activities that
contribute to the teaching- 6. Book or Journal Authorship/
learning process. Coauthorship/Contributorship
7. Coordinatorship/Chairpersons hip
8. Coaching and mentoring learners in

competitions
9. Mentoring pre-service/inservice
teachers
10. Others (Please specify and provide anno

ines Appendix M
tion
arat
Here
Kudarat
EMPLATE
n of the MOV Presented Annotations
Region IV-A
Division of QUEZON
Your School Here
Your District Here
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period: SY 2018 - 2019
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Weight Actual
per KRA Results
Very Unsatisfactory Poor
QET Outstanding (5) Satisfactory (3) Q E T Ave
Satisfactory (4) (2) (1)
Basic 1. Content 1. Modeled effective June 2018 7.50% Quality Modeled effective Modeled effective Modeled effective Modeled effective No acceptable
Education Knowledge and application of content to March application of application of application of application of evidence was
4 4 4 0.3
Services Pedagogy knowledge within and 2019 content content content content shown
across curriculum knowledge within knowledge within knowledge within knowledge within
teaching areas. and across and across and across and across
curriculum curriculum curriculum curriculum
teaching areas as teaching areas as teaching areas as teaching areas as
shown in MOV1 shown in MOV1 shown in MOV1 shown in MOV1
with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
Efficiency Submitted at least Submitted 3 Submitted 2 Submitted 1 No
4 lessons as lessons as lessons as lessons as acceptable
evidenced by evidenced by evidenced by evidenced by evidence was
MOV 1 and MOV 1 from MOV 1 from MOV 1 from shown
supported by any colleagues and colleagues and colleagues and
1 of the other supported by any supported by any supported by any
given MOV 1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV
Timeliness

Weight Actual
MFOs KRAs Objectives Timeline Very Unsatisfactory Poor Score
per KRA QET Outstanding (5) Satisfactory (3) Results Q E T Ave
Basic 2. Collaborated with June 2018 7.50% Quality Conducted, Conducted and Conducted action Proposed-action No acceptable
Education colleagues in the to March completed and completed action research with research with evidence was
4 4 4 4 0.3
Services conduct and 2019 disseminated research with colleagues. colleagues shown
application of action research colleagues.
research to enrich with colleagues.
knowledge of content
and pedagogy.
Efficiency Submitted at least Submitted any 3 Submitted any 2 Submitted any 1 No acceptable
4 of the given of the acceptable MOV MOV evidence was
MOV MOV shown
Timeliness Presented the Completed the Conducted the Proposed the No acceptable
research report research report research report research report evidence was
within the rating within the rating within the rating within the rating shown
period period period period

Weight Actual
Basic 3. Developed and June 2018 7.50% Quality Demonstrated Demonstrated Demonstrated Demonstrated No acceptable
Education applied effective to March effective teaching effective teaching effective teaching effective teaching evidence was
4 4 4 0.3
Services teaching strategies to 2019 strategies to strategies to strategies to strategies to shown
promote critical and promote critical promote critical promote critical promote critical
creative thinking, as and creative and creative and creative and creative
well as other higher- thinking as well as thinking as well as thinking as well as thinking as well as
order thinking skills. other HOTS as other HOTS as other HOTS as other HOTS as
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
Efficiency Submitted 4 or Submitted 3 Submitted 2 Submitted 1 or No acceptable

more lessons as lessons as lessons as more lessons as evidence was
evidenced by evidenced by evidenced by evidenced by shown
MOV 1 and MOV 1 and MOV 1 and MOV 1 and
supported by any supported by any supported by any supported by any
1 of the other 1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV given MOV
Timeliness

Weight Actual
Basic 2. Learning 4. Work with June 2018 7.50% Quality Modeled and Modeled and Modeled and Modeled and No acceptable 4 4 4 0.3
Education Environment colleagues to to March shared effective shared effective shared effective shared effective evidence was
Services and Diversity model and share 2019 classroom classroom classroom classroom shown
of Learners effective management management management management
techniques in the strategies that strategies that strategies that strategies that
management of the engage learners engage learners engage learners engage learners
classroom in in in in
structure to engage activities/tasks activities/tasks activities/tasks activities/tasks
learners, done in different done in different done in different done in different
individually or in physical physical physical physical
groups, in learning learning learning learning
meaningful environments environments environments environments
exploration, as shown in as shown in as shown in as shown in
discovery and MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
hands-on activities rating of 8 rating of 7 rating of 6 rating of 5
within a range of
physical learning
environments.

least 4 lessons lessons lessons as lesson evidence was
supported by supported by evidenced by supported by shown
MOV 1 and any MOV 1 and any MOV 1 and any of the
1 of the other 1 of the other supported by acceptable
acceptable acceptable any 1of the MOV
MOV MOV other given
MOV
Timeliness
Weight Actual
Basic 5. Exibited effective June 2018 7.50% Quality Exibited Exibited Exibited Exibited No acceptable 4 4 4 0.3
Education and constructive to March effective and effective and effective and effective and evidence was
Services behavior 2019 constructive constructive constructive constructive shown
management skills behavior behavior behavior behavior
by applying management management management management
positive and non- skills by skills by skills by skills by
violent discipline to applying applying applying applying
ensure learning- positive and positive and positive and positive and
focused non-violent non-violent non-violent non-violent
environments. discipline to discipline to discipline to discipline to
ensure learning- ensure learning- ensure learning- ensure learning-
focused focused focused focused
environments. environments. environments. environments.
as shown in as shown in as shown in as shown in
MOV submitted MOV submitted MOV submitted MOV submitted
with a rating of with a rating of with a rating of with a rating of
8 7 6 5
Efficiency Applied atleast Applied atleast Applied atleast Applied atleast No acceptable
7 of the given 7 of the given 7 of the given 7 of the given evidence was
strategies as strategies as strategies as strategies as shown
observed in at observed in 3 observed in 2 observed in 1
least 4 lessons lessons lessons lesson
Timeliness
Weight Actual
Basic 6. Worked with June 2018 7.50% Quality Worked with Worked with Worked with Worked with No acceptable 3 3 3 0.225
Education colleagues to to March colleagues colleagues colleagues colleagues but evidence was
Services share 2019 atleast in the atleast in the atleast in the no evidence of shown
differentiated, district/cluster school level to department/gra sharing with
developmentally level to share share lesson de level to others
appropriate lesson share lesson
learning
experiences to
address learners’ Efficiency Submitted at Submitted at Submitted at Submitted at No acceptable
gender, needs, least 1 lesson least 1 lesson least 1 lesson least 1 lesson evidence was
strengths, interests as evidently as evidently as evidently as evidenced by shown
and experiences. shown in MOV shown in MOV shown in MOV either MOV 2 or
1 and supported 1 and supported 1 and supported 3 but no
by any 1 of the by any 1 of the by any 1 of the evidence of
other other other sharing with
acceptable acceptable acceptable others
MOV MOV MOV
Timeliness
Weight Actual
Basic 3. Curriculum 7. Develop and June 2018 7.50% Quality Develop and Develop and Develop and Develop and No acceptable 4 4 4 0.3
Education and Planning applied effective to March applied effective applied effective applied effective applied effective evidence was
Services strategies in the 2019 strategies in the strategies in the strategies in the strategies in the shown
planning and planning and planning and planning and planning and
management of management management management management
developmentally developmentally developmentally developmentally developmentally
sequenced sequenced sequenced sequenced sequenced
teaching and teaching and teaching and teaching and teaching and
learning processes learning learning learning learning
to meet curriculum process as process as process as process as
requirements and shown in MOV shown in MOV shown in MOV shown in MOV
varied teaching 1 with a rating 1 with a rating 1 with a rating 1 with a rating
contexts. of 8 of 7 of 6 of 5
Efficiency Submitted at Submitted 2-3 Submitted 1 Submitted 1 No acceptable

least 4 lessons lessons as lesson as lesson as evidence was
as evidence by evidence by evidence by evidence by shown
MOV 1 and 2 MOV 1 and 2 MOV 1 and 2 any 1 of the
and supported and supported and supported acceptable
by any 1 of the by any 1 of the by any 1 of the MOV
acceptable other other
MOV acceptable acceptable
MOV MOV
Timeliness
Weight Actual
Basic 8. Review with June 2018 7.50% Quality Consistently led Frequently led Occasionally led Rarely led No acceptable 3 3 3 0.225
Education colleagues, to March collaborative collaborative collaborative collaborative evidence was
Services teacher and 2019 reviews of reviews of reviews of reviews of shown
learner feedback to teacher/learner teacher/learner teacher/learner teacher/learner
plan, facilitate and feedback as feedback as feedback as feedback as
enrich teaching evidenced by evidenced by evidenced by evidenced by
practice. the MOV the MOV the MOV the MOV
Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

collaborative collaborative collaborative collaborative evidence was
reviews of reviews of reviews of review of shown
teacher and teacher and teacher and teacher and
learner learner learner learner
feedback as feedback as feedback as feedback as
evidently shown evidently shown evidently shown evidently shown
in MOV 1 and in MOV 1 and in MOV 1 and in any of the
supported by supported by supported by acceptable
any 1 of the any 1 of the any 1 of the MOV
MOV MOV MOV
Timeliness

Weight Actual
Basic 9. Advised and June 2018 7.50% Quality Consistently Frequently Occasionally Rarely advised No acceptable 4 4 4 0.3
Education guided colleagues to March advised advised advised colleagues in evidence was
Services in the selection, 2019 colleagues in colleagues in colleagues in the selection, shown
organization, the selection, the selection, the selection, organization,
development and organization, organization, organization, development
use of appropriate development development development and appropriate
teaching and and appropriate and appropriate and appropriate use of teaching
learning resources, use of teaching use of teaching use of teaching and learning
including ICT, to and learning and learning and learning resources as
address specific resources as resources as resources as shown in the
learning goals. shown in the shown in the shown in the MOV submitted
MOV submitted MOV submitted MOV submitted
least 4 teaching teaching and teaching and teaching and evidence was
and learning learning learning learning shown
resources as resources as resources as resource as
evidenced by at evidenced by at evidenced by at evidenced by
least 1 of the least 1 of the least 1 of the any of the
acceptable acceptable acceptable acceptable
MOV MOV MOV MOV
Timeliness

Weight Actual
Basic 4. 10. Worked June 2018 7.50% Quality Consistently Frequently Occasionally Rarely reviewed No acceptable 3 3 3 0.225
Education Assessment collaboratively with to March reviewed reviewed reviewed collaboratively evidence was
Services and Reporting colleagues to 2019 collaboratively collaboratively collaborativel y assessment shown
review the design, assessment assessment assessment tools with
selection, tools with tools with tools with colleagues as
organization and colleagues as colleagues as colleagues as shown in the
use of a range of shown in the shown in the shown in the MOV submitted
effective MOV submitted MOV submitted MOV submitted
diagnostic,
formative and
summative
assessment
strategies
consistent with
effective
diagnostic,
formative and
summative
assessment Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable
strategies least 4 assessment assessment assessment tool evidence was
consistent with assessment tools as tools as as evidently shown
curriculum tools as evidently shown evidently shown shown in any of
requirements. evidently shown in any of the in any of the the acceptable
in any of the acceptable acceptable MOV
acceptable MOV MOV
MOV
Timeliness

Weight Actual
Basic 11. Interpreted June 2018 7.50% Quality Consistently Frequently Occasionally Rarely No acceptable 4 4 4 0.3
Education collaboratively to March collaborated collaborated collaborated collaborated evidence was
Services monitoring and 2019 with colleagues with colleagues with colleagues with colleagues shown
evaluation in the in the in the in the
strategies of interpretation of interpretation of interpretation of interpretation of
attainment data to assessment assessment assessment assessment
support learner data as shown data as shown data as shown data as shown
progress and in the MOV in the MOV in the MOV in the MOV
achievement. submitted submitted submitted submitted
Efficiency Submitted at Submitted at Submitted at Submitted any 1 No acceptable

least 2 different least 3 of the least 2 of the of the MOV evidence was
types of MOV same kind of same kind of shown
MOV MO
Timeliness

Weight Actual
Basic 12. Applied skills in June 2018 7.50% Quality Consistently Frequently Occasionally Rarely applied No acceptable 3 3 3 0.225
Education the effective to March applied skills in applied skills in applied skills in skills in the evidence was
Services communication of 2019 the effective the effective the effective effective shown
learner needs, communication communicatio n communicatio n communicatio n
progress and of learner needs of learner needs of learner needs of learner needs
achievement to key and progress to and progress to and progress to and progress to
stakeholders, parents/ parents/ parents/ parents/
including guardians as guardians as guardians as guardians as
parents/guardians. shown in the shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
Efficiency Submitted 4 of Submitted any 3 Submitted any 2 Submitted any 1 No acceptable

the acceptable MOV MOV MOV evidence was
MOV shown
Timeliness

Weight Actual
per KRA Results
Weight Actual
Basic 5. Plus Factor 13. Performed June 2018 10.00% Quality Consistently Frequently Occasionally Rarely No acceptable 5 5 5 0.5
Education various to March performed performed performed performed evidence was
Services related 2019 special tasks special tasks special tasks special tasks shown
works/activities and/or and/or and/or and/or
that contribute to assignments assignments assignments assignments
the as shown in as shown in as shown in as shown in
teaching-learning the MOV the MOV the MOV the MOV
process. submitted submitted submitted submitted
Efficiency Submitted at Submitted only Submitted only Submitted any 1 No acceptable

least 4 3 different kinds 2 different kinds of the evidence was
different kinds of acceptable of acceptable acceptable shown
of acceptable MOV MOV MOV
MOV
Timeliness
RATING FOR OVERALL ACCOMPLISHMENTS 3.8

ADJECTIVAL RATING VERY SATISFACTORY
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
Rater Ratee Approving Authority
Region XII
Your School Here
ANNOTATION TEMPLATE
OBJECTIVES Means of Verification Description of the MOV Pres

✘
sheet and/or inter-observer agreement form
about effective applications of content
knowledge within and across curriculum
teaching areas

demonstration teaching highlighting
integration of content knowledge within and
across subject areas
3. Instructional materials developed

1. Modeled effective highlighting effective application of content
application of content knowledge within and across subject areas
knowledge within and
across curriculum 4. Performance tasks/test material(s) used
teaching areas. in demonstration teaching highlighting
integration of content knowledge within and
across subject areas
5. Results of assessment used in

demonstration teaching highlighting mastery
of lessons learned

annotations)
1. Copy of the research proposal focused on

enriching knowledge of content and
pedagogy
2. Proof of participation and/or contribution

to a collaborative research (e.g. e-mail,
actual output submitted, terms of reference,
etc.)
2. Collaborated with
colleagues in the conduct
and application of
2. Collaborated with
colleagues in the conduct 3. Certified completed collaborative research
and application of focused on enriching knowledge of content
and pedagogy
research to enrich
knowledge of content and
pedagogy. 4. Proof of dissemination of research
findings with colleagues
5. Proof of utilization of research findings

annotations)

about using effective teaching strategies to
promote critical and creative teaching, as
well as other higher-order thinking skills

demonstration teaching highlighting
different teaching strategies that develop
3. Developed and applied critical and creative thinking and/or other
HOTS
effective teaching
strategies to promote
critical and creative 3. Instructional materials highlighting
thinking, as well as other different teaching strategies that develop
higher- order thinking critical and creative thinking, and/or other
skills. HOTS

in demonstration teaching
5. Results of assessment used in the

demonstration teaching

annotations)

about sharing effective techniques in the
management of classroom structure
4. Work with colleagues
to model and share
effective techniques in the
management of the
classroom structure to
4. Work with colleagues
to model and share
effective techniques in the 2. Lesson plans/modified DLLs used in
management of the demonstration teaching highlighting
effective classroom management strategies
classroom structure to that engage learners in activities/tasks in
engage learners, different physical learning environments
individually or in groups,
in meaningful exploration,
discovery and hands-on 3. Minutes of LAC highlighting the sharing
activities within a range of on effective classroom management
physical learning techniques
environments.
4. Instructional materials used in

annotations)
Classroom observation tool (COT) rating

about effective teacher management of
learner behavior using the following
strategies:
1. Providing motivation
2. Praising the learners/Giving

positive feedback
5. Exibited effective and
constructive behavior
management skills by 3. Setting house rules/guidelines
applying positive and
non-violent discipline to
ensure learning- focused 4. Ensuring learners’ active
participation
environments.
5. Allowing learners to express their
ideas/opinions
6. Giving equal opportunities to

learners
7. Encouraging learners to ask

questions
8. Others (Please specify and

provide annotations)
1. Minutes of LAC session/s, highlighting
one’s sharing of strategies on differentiated
and developmentally appropriate
opportunities to address learners’
differences
6. Worked with
colleagues to share 2. Lesson plans/modified DLLs highlighting
differentiated, strategies on differentiated and
developmentally-appropriate opportunities
developmentally to address learners’ differences
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests and ✘
3. Corresponding instructional materials
experiences. showing differentiated and developmentally-
appropriate opportunities to address
learners’ differences
4. Others (e.g. testimonial, write-up from

colleagues of the lessons/insights gained
from the Master Teacher's sharing)

about using effective strategies in
implementing developmentally sequenced
teaching and learning process
2. Results of learners’ assessment during

7. Develop and applied the actual teaching
effective strategies in the
planning and 3. Lesson plans/modified DLLs used in
management of demonstration teaching highlighting
developmentally developmentally sequenced teaching-
learning process
sequenced teaching and
learning processes to
meet curriculum
4. Instructional materials showing effective
requirements and varied strategies in developmentally sequenced
teaching contexts. teaching and learning process
5. Performance tasks/test material(s) used in


annotations)
1. Implemented LAC/FGD Plan
8. Review with
colleagues, teacher and 2. Minutes of LAC/FGD sessions on use of
learner feedback to plan, teacher and learner feedback to enrich
facilitate and enrich teaching practice with proof of attendance
teaching practice.
annotations)
1. Teaching and learning resources

developed by colleagues and critiqued on
their alignment to learning goals
9. Advised and guided
colleagues in the
selection, organization, 2. Lesson plans by colleagues critiqued in
development and use of ✘ terms of the alignment of the teaching and
appropriate teaching and learning resources to the indicated learning
goals and appropriateness to the target
learning resources, learners
including ICT, to address
specific learning goals.
annotations)
1. Any proof of collaborative review if the

test is designed based on its purpose (e.g.
diagnostic, formative and summative)
2. Any proof of collaborative review of the

10. Worked alignment of the test with the curriculum
collaboratively with
colleagues to review the
design, selection,
organization and use of a 2.1. formative test attached to a
range of effective lesson plan
diagnostic, formative and
summative assessment
strategies consistent with 2.2. summative assessment with
curriculum requirements. TOS
2.3. diagnostic test with its TOS

annotations)
1. Collaborative interpretation of the index
of mastery obtained from 1 class
11. Interpreted
collaboratively monitoring
and evaluation strategies
of attainment data to
support learner progress
11. Interpreted 2. Collaborative interpretation of item
collaboratively monitoring analysis of quarterly examinations
and evaluation strategies
of attainment data to 3. Collaborative interpretation of results of
support learner progress performance assessment
and achievement.
annotations)
1. Sample agreement for learners at risk

signed by parents and corresponding
evidence of improvement
2. Record of dialogue and/or parent-teacher

conferences and corresponding evidence of
improvement
3. Anecdotal record communicated to and

signed by the learners and/or parents with
corresponding evidence of improvement
4. Sample of learners' test results signed by

parents and corresponding evidence of
improvement
12. Applied skills in the
effective communication
of learner needs, 5. Sample of accomplished rubrics given for
progress and performance task and corresponding
achievement to key
stakeholders, including
parents/guardians. 6. Attendance sheet/minutes of parent-
teacher conference
7. Signed report cards of students at risk

with corresponding evidence of
improvement
8. Correspondence notebook/letters/proof
of communication using other modalities
(e.g. email, SMS, etc.) and corresponding
9. Learners’ performance record

annotations)
1. Served as reliever of classes in the

absence of teachers
2. Served as OIC in the absence of the
principal
3. Represented the principal in meetings and

conferences
4. Observed classes of Teachers I-III
5. Assisted the school selection committee in

the evaluation of credentials when hiring or
promoting teachers
6. Certificate of Recognition or Participation
7. Certificate of Training
13. Performed various
related works/activities
that contribute to the 8. Certificate of Speakership
teaching-learning
process.
9. Committee involvement
10. Advisorship of Co-curricular activities
11. Book or Journal

Authorship/Coauthorship/Contributorship
12. Coordinatorship/Chairpersonship
13. Coaching and mentoring learners in

competitions
14. Mentoring pre-service/in-service

teachers

annotations)
ppines Appendix M
cation
udarat
Here
an Kudarat
EMPLATE
n of the MOV Presented Annotations
Region XII
Salaman Central Elementary Scho
PART IV: DEVELOPMENT PLANS OF THE IPCRF (IP

Action Plan (Recommended Devel
Strengths Development Needs
Intervention)
A. Teaching Competencies (PPST)
B. Core Behavioral Competencies (DepEd)
Feedback:
RATEE
ublic of the Philippines
partment of Education
Region XII
sion of Sultan Kudarat
tral Elementary School
n I, Lebak, Sultan Kudarat
T PLANS OF THE IPCRF (IPCRF-DP)

Action Plan (Recommended Developmental
Timeline Resources Needed
Intervention)
RATER APPROVING AUTHORITY

Region XII
Salaman Central Elementary Sc
PERFORMANCE MONITORING AND COACHING

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT
RATEE RATER
ippines
ucation
Kudarat
mentary School
tan Kudarat
AND COACHING FORM

SIGNATURE
T IMPACT ON JOB/ACTION PLAN
(RATER/RATEE)
RATER APPROVING AUTHORITY

Part IV DP - Final

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Part IV DP - Final

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Republic of the Philippines

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Performance Indicators Rating

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No

Performance Indicators Rating

Performance Indicators Rating

Performance Indicators Rating

Efficiency Submitted at Submitted at Submitted at Submitted any 1 No acceptable

Performance Indicators Rating

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No acceptable

Performance Indicators Rating

Performance Indicators Rating

Efficiency Participated in Participated in Participated in Participated in No acceptable

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No acceptable

Performance Indicators Rating

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable

Performance Indicators Rating

Timeliness Submitted Submitted Submitted Submitted any No acceptable

Performance Indicators Rating

Timeliness Submitted Submitted Submitted Submitted any

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No acceptable

4.500 -5.000 Outstanding

Rater Ratee Approving Authority

2. Lesson plans/modified DLLs developed

4. Performance tasks/test material(s)

5. Others (Please specify and provide

1. Classroom observation tool (COT) rating

2. Lesson plans/modified DLLs used in

6. Others (Please specify and provide

1. Classroom observation tool (COT) rating

2. Lesson plans/modified DLLs used in

6. Others (Please specify and provide

1. Classroom observation tool (COT) rating

Classroom observation tool (COT) rating

5. Managed learner behavior

1. Classroom observation tool (COT) rating

2. Lesson plans/modified DLLs developed

4. Others (Please specify and provide annota

1. Classroom observation tool (COT) rating

1. Personal notes of teachers on

3. Others (Please specify and provide

1. Classroom observation tool (COT) rating

3. Others (Please specify and provide

1. Classroom observation tool (COT) rating

10. Designed, selected,

6. Others (Please specify and provide

1. Compilation of a learner’s written work

2. Formative/summative assessment tools

1. At least 3 samples of corrected test

2. Minutes of PTA meetings or Parent-

13. Performed various 5. Advisorship of Co-curricular activities

8. Coaching and mentoring learners in

10. Others (Please specify and provide anno

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Performance Indicators Rating

Performance Indicators Rating

Performance Indicators Rating

Efficiency Submitted 4 or Submitted 3 Submitted 2 Submitted 1 or No acceptable

Performance Indicators Rating

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable

Efficiency Submitted at Submitted 2-3 Submitted 1 Submitted 1 No acceptable

Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable