INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III, SPET I-IV, Special Science Teacher

I-II P
Name of Employee: Name of Rater:

Position: Position:

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

Rating Period:

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

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

Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence was
each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting MOV shown
Supporting MOV Supporting MOV Supporting 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 teaching strategies that teaching strategies that shown
teaching strategies promote reading, writing promote reading, writing promote reading, writing promote reading, writing
that enhance and/or numeracy skills as and/or numeracy skills as and/or numeracy skills as and/or numeracy skills as
learner shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with
achievement in a rating of 7 a rating of 6 a rating of 5 a rating of 4
literacy and
numeracy skills.
Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence was
each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting MOV shown
Supporting MOV Supporting MOV Supporting MOV

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

Timeliness
 TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
2. Learning 4. Managed 22.50% Quality Used classroom Used classroom Used classroom Used classroom No acceptable evidence was
management strategies that management strategies that management strategies that management strategies that shown
Environment and classroom structure
engage learners in activities/ engage learners in activities/ engage learners in activities/ engage learners in activities/
Diversity of to engage learners, tasks as shown in the Main tasks as shown in the Main tasks as shown in the Main tasks as shown in the Main
Learners individually or in MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5 MOV with a rating of 4
groups, in
meaningful
exploration,
discovery and
hands-on activities
within a range of Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence was
each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting MOV shown
physical learning Supporting MOV Supporting MOV Supporting MOV
environments.

Timeliness
5. Managed learner Quality Applied teacher management Applied teacher management Applied teacher management Applied teacher management No acceptable evidence was
strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
behavior that promote positive and that promote positive and that promote positive and that promote positive and
constructively by non-violent discipline as non-violent discipline as non-violent discipline as non-violent discipline as
applying positive shown in the MOV with a shown in the MOV with a shown in the MOV with a shown in the MOV with a
and non-violent rating of 7 rating of 6 rating of 5 rating of 4
discipline to ensure
learning-focused
environments.
Efficiency Submitted 4 COT rating Submitted 3 COT rating Submitted 2 COT rating Submitted 1 COT rating No acceptable evidence was
sheets/inter- observer sheets/inter- observer sheets/inter- observer sheet/inter- observer shown
agreement forms, each with agreement forms, each with agreement forms, each with agreement form with any 1 of
4 strategies as noted in the 4 strategies as noted in the 4 strategies as noted in the the given strategies as noted
comment section comment section comment section in the comment section

Timeliness
6. Used Quality Applied differentiated Applied differentiated Applied differentiated Applied differentiated No acceptable evidence was
teaching strategies to teaching strategies to teaching strategies to teaching strategies to shown
differentiated, address learner diversity as address learner diversity as address learner diversity as address learner diversity as
developmentally shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with
appropriate a rating of 7 a rating of 6 a rating of 5 a rating of 4
learning
experiences to
address learners’
gender, needs, Efficiency Submitted 2 Main MOV with Submitted 2 Main MOV with Submitted 2 Main MOV with Submitted 1 Main MOV with No acceptable evidence was
4 differentiated teaching 3 differentiated teaching 2 differentiated teaching 1 differentiated teaching shown
strengths, interests strategies as observed in 2 strategies as observed in 2 strategies as observed in 2 strategy as observed in 1
and experiences. lessons, each with any 1 of lessons, each with any 1 of lessons, each with any 1 of lesson with any 1 of the
the Supporting MOV the Supporting MOV the Supporting MOV Supporting MOV

Timeliness
 TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
3. Curriculum and 7. Planned, 22.50% 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
Planning managed and
teaching and learning teaching and learning teaching and learning teaching and learning
implemented process as shown in the process as shown in the process as shown in the process as shown in the
developmentally Main MOV with a rating of 7 Main MOV with a rating of 6 Main MOV with a rating of 5 Main MOV with a rating of 4
sequenced
teaching and
learning processes
to meet curriculum
requirements and Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence was
each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting MOV shown
varied teaching Supporting MOV Supporting MOV Supporting MOV
contexts.

Timeliness

8. Participated in Quality Consistently participated in Frequently participated in Occasionally participated in Rarely participated in LAC No acceptable evidence was
LAC sessions/FGDs/ LAC sessions/FGDs/ LAC sessions/FGDs/ sessions/FGDs/ meeting to shown
collegial
meetings to discuss meetings to discuss meetings to discuss discuss teacher/learner
discussions that teacher/learner feedback to teacher/learner feedback to teacher/learner feedback to feedback to enrich instruction
use teacher and enrich instruction as shown enrich instruction as shown enrich instruction as shown as shown in the MOV
learner feedback to in the MOV submitted in the MOV submitted in the MOV submitted submitted
enrich teaching
practice.

Efficiency Participated in 4 LAC
sessions/
FGDs/meetings on teacher/
learner feedback as evidently
shown in the MOV submitted
Participated in 3 LAC
sessions/
FGDs/meetings on
teacher/learner feedback as
evidently shown in the MOV
submitted
Participated in 2 LAC
sessions/
FGDs/meetings on teacher/
learner feedback as evidently
shown in the MOV submitted
Participated in 1 LAC No acceptable evidence was
session/FGD/ meeting on shown
teacher/ learner feedback as
evidently shown in the MOV
submitted

Timeliness
9. Selected, Quality Developed and used varied Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
teaching and learning teaching and learning teaching and learning teaching and learning shown
developed,
resources, including ICT, to resources, including ICT, to resources, including ICT, to resources, including ICT, to
organized and address learning goals as address learning goals as address learning goals as address learning goals as
used appropriate shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with
teaching and a rating of 7 a rating of 6 a rating of 5 a rating of 4
learning resources,
including ICT, to
address learning
goals. Efficiency Submitted 1 Main MOV with Submitted 1 Main MOV with Submitted 1 Main MOV with Submitted 1 Main MOV with No acceptable evidence was
4 varied teaching and 3 varied teaching and 2 varied teaching and 1 teaching and learning shown
learning resources, including learning resources, including learning resources, including resource, including ICT, as
ICT, as shown in 1 ICT, as shown in 1 ICT, as shown in 1 shown in 1 Supporting MOV
Supporting MOV Supporting MOV Supporting MOV

Timeliness
 TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
4. Assessment and 10. Designed, 22.50% Quality Designed, selected, Designed, selected, Designed, selected, Designed, selected, No acceptable evidence was
organized and used organized and used organized and used organized and used shown
Reporting selected, organized
diagnostic, formative and diagnostic, formative and diagnostic, formative and diagnostic, formative and
and used summative assessment summative assessment summative assessment summative assessment
diagnostic, strategies consistent with strategies consistent with strategies consistent with strategies consistent with
formative and curriculum requirements as curriculum requirements as curriculum requirements as curriculum requirements as
shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with
summative
a rating of 7 a rating of 6 a rating of 5 a rating of 4
assessment
strategies
consistent with
curriculum
requirements. Efficiency Submitted 1 Main MOV with Submitted 1 Main MOV with Submitted 1 Main MOV with Submitted 1 Main MOV with No acceptable evidence was
4 varied assessment 3 varied assessment 2 varied assessment 1 assessment strategy as shown
strategies as shown in any strategies as shown in any strategies as shown in any shown in any Supporting
Supporting MOV Supporting MOV Supporting MOV MOV

Timeliness
11. Monitored and Quality Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner progress evaluated learner progress evaluated learner progress evaluated learner progress shown
evaluated learner
and achievement using and achievement using and achievement using and achievement using
progress and learner attainment data as learner attainment data as learner attainment data as learner attainment data as
achievement using shown in the MOV submitted shown in the MOV submitted shown in the MOV submitted shown in the MOV submitted
learner attainment
data.

Efficiency Submitted 4 different kinds of Submitted 3 different kinds of Submitted 2 different kinds of Submitted any 1 of the No acceptable evidence was
acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

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

12. Communicated Quality Consistently showed prompt Frequently showed prompt Occasionally showed prompt Rarely showed prompt and No acceptable evidence was
and clear communication of and clear communication of and clear communication of clear communication of the shown
promptly and the learners’ needs, progress the learners’ needs, progress the learners’ needs, progress learners’ needs, progress
clearly the learners’ and achievement to key and achievement to key and achievement to key and achievement to key
needs, progress stakeholders, including stakeholders, including stakeholders, including stakeholders, including
and achievement parents/ guardians as shown parents/ guardians as shown parents/ guardians as shown parents/ guardians as shown
in the MOV submitted in the MOV submitted in the MOV submitted in the MOV submitted
to key
stakeholders,
including
parents/guardians.

Efficiency Submitted 4 different kinds of Submitted 3 different kinds of Submitted 2 different kinds of Submitted any 1 of the No acceptable evidence was
acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable evidence was
distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters completed in only 1 quarter shown
 TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
5. Plus Factor 13. Performed 10% Quality Consistently performed Frequently performed various Occasionally performed Rarely performed various No acceptable evidence was
various related related work/activities that various related related work/activities that shown
various related
work/activities that contribute contribute to the teaching work/activities that contribute contribute to the teaching
works/activities that to the teaching learning learning process as shown in to the teaching learning learning process as shown in
contribute to the process as shown in the the MOV submitted process as shown in the the MOV submitted
teaching-learning MOV submitted MOV submitted
process.

Efficiency Submitted 4 different kinds of Submitted 3 different kinds of Submitted 2 different kinds of Submitted any 1 of the No acceptable evidence was
acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness

RATING FOR OVERALL ACCOMPLISHMENTS

ADJECTIVAL RATING EQUIVALENCES

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

Ratee Rater Approving Authority

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Master Teacher I-IV, SPET V, SPECIAL SCIENCE TEACHER III-V
Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: - Date of Review:
Rating Period:

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

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 1. Content 1. Modeled effective 22.50% Quality Modeled effective Modeled effective Modeled effective Modeled effective No acceptable evidence was
applications of content applications of content applications of content applications of content shown
Education Knowledge and applications of content
knowledge within and across knowledge within and across knowledge within and across knowledge within and across
Services Pedagogy knowledge within and curriculum teaching areas as curriculum teaching areas as curriculum teaching areas as curriculum teaching areas as
across curriculum shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with
teaching areas. a rating of 8 a rating of 7 a rating of 6 a rating of 5

Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence was
each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting MOV shown
Supporting MOV Supporting MOV Supporting MOV

Timeliness
2. Collaborated with Quality Conducted, completed and Conducted and Conducted action research Proposed action research No acceptable evidence was
disseminated action research completed action research with colleagues with colleagues shown
colleagues in the
with colleagues with colleagues
conduct and
application of research
to enrich knowledge of
content and pedagogy.
Efficiency Submitted any 4 of the Submitted any 3 of the Submitted any 2 of the Submitted any 1 of the No acceptable evidence was
acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness Presented the research Completed the research Conducted the research Proposed the research report No acceptable evidence was
report within the rating period report within the rating period report within the rating period within the rating period shown

3. Developed and Quality Demonstrated effective Demonstrated effective Demonstrated effective Demonstrated effective No acceptable evidence was
teaching strategies to teaching strategies to teaching strategies to teaching strategies to shown
applied effective
promote critical and/or promote critical and/or promote critical and/or promote critical and/or
teaching strategies to creative thinking, as well as creative thinking, as well as creative thinking, as well as creative thinking, as well as
promote critical and other higher-order thinking other higher-order thinking other higher-order thinking other higher-order thinking
creative thinking, as skills as shown in the Main skills as shown in the Main skills as shown in the Main skills as shown in the Main
MOV with a rating of 8 MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5
well as other higher-
order thinking skills.

Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence was
each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting MOV shown
Supporting MOV Supporting MOV Supporting MOV

Timeliness
 TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
2. Learning 4. Worked with 22.50% Quality Modeled and shared Modeled and shared Modeled and shared Modeled and shared No acceptable evidence was
effective classroom effective classroom effective classroom effective classroom shown
Environment and colleagues to model
management strategies that management strategies that management strategies that management strategies that
Diversity of and share effective engage learners in activities/ engage learners in activities/ engage learners in activities/ engage learners in activities/
Learners techniques in the tasks done in different tasks done in different tasks done in different tasks done in different
management of physical learning physical learning physical learning physical learning
environments as shown in environments as shown in environments as shown in environments as shown in
classroom structure to
the Main MOV with a rating the Main MOV with a rating the Main MOV with a rating the Main MOV with a rating
engage learners, of 8 of 7 of 6 of 5
individually or in
groups, in meaningful
exploration, discovery
and hands-on activities
within a range of Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence was
each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting MOV shown
physical learning Supporting MOV Supporting MOV Supporting MOV
environments.

Timeliness
5. Exhibited effective Quality Exhibited effective and Exhibited effective and Exhibited effective and Exhibited effective and No acceptable evidence
constructive behavior constructive behavior constructive behavior constructive behavior shown
and constructive
management skills by management skills by management skills by management skills by
behavior management applying positive and non- applying positive and non- applying positive and non- applying positive and non-
skills by applying violent discipline to ensure violent discipline to ensure violent discipline to ensure violent discipline to ensure
positive and non- learning-focused learning-focused learning-focused learning-focused
environments shown in the environments shown in the environments shown in the environments shown in the
violent discipline to
MOV with a rating of 8 MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5
ensure learning-
focused environments.

Efficiency Submitted 4 COT rating
sheets/inter-observer
agreement forms, each with
7 strategies as noted in the
comment section
Submitted 3 COT rating
sheets/inter-observer
agreement forms, each with
7 strategies as noted in the
comment section
Submitted 2 COT rating
sheets/inter-observer
agreement forms, each with
7 strategies as noted in the
comment section
Submitted 1 COT rating No acceptable evidence was
sheet/inter-observer shown
agreement form with any 1 of
the given strategies as noted
in the comment section

Timeliness
6. Worked with Quality Worked with colleagues at Worked with colleagues in Worked with colleagues in Worked with colleagues but No acceptable evidence
least in the district/cluster the school level to share the department or grade level no evidence of sharing shown
colleagues to share level to share differentiated, differentiated, to share differentiated, differentiated,
differentiated, developmentally appropriate developmentally appropriate developmentally appropriate developmentally appropriate
developmentally opportunities to address opportunities to address opportunities to address opportunities to address
appropriate learners’ differences learners’ differences learners’ differences learners’ differences with
others
opportunities to
address learners’
differences in gender,
needs, strengths,
interests and
experiences.
 6. Worked with
colleagues to share
differentiated,
developmentally TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
appropriate
opportunities to Performance Indicators
address learners’ Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
differences in gender, per KRA QET
needs, strengths, 5 4 3 2 1 Q E T Ave
interests and
Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence was
experiences. each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting MOV shown
Supporting MOV Supporting MOV Supporting MOV

Timeliness
 TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
3. Curriculum and 7. Developed and 22.50% Quality Developed and applied Developed and applied Developed and applied Developed and applied No acceptable evidence was
effective strategies showing effective strategies showing effective strategies showing effective strategies showing shown
Planning applied effective
developmentally- sequenced developmentally- sequenced developmentally- sequenced developmentally- sequenced
strategies in the teaching and learning teaching and learning teaching and learning teaching and learning
planning and process as shown in the process as shown in the process as shown in the process as shown in the
management of Main MOV with a rating of 8 Main MOV with a rating of 7 Main MOV with a rating of 6 Main MOV with a rating of 5
developmentally
sequenced teaching
and learning processes
to meet curriculum
requirements and Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence was
Efficiency
varied teaching each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting MOV shown
contexts. Supporting MOV Supporting MOV Supporting MOV

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

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

Timeliness
 TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
4. Assessment 10. Worked 22.50% Quality Consistently reviewed Frequently reviewed Occasionally reviewed Rarely reviewed No acceptable evidence was
collaboratively assessment collaboratively assessment collaboratively assessment collaboratively assessment shown
and Reporting collaboratively with
tools with colleagues as tools with colleagues as tools with colleagues as tools with colleagues as
colleagues to review shown in the MOV submitted shown in the MOV submitted shown in the MOV submitted shown in the MOV submitted
the design, selection,
organization and use
of a range of effective
diagnostic, formative
and summative Submitted 4 assessment Submitted 3 assessment Submitted 2 assessment Submitted 1 assessment tool No acceptable evidence was
Efficiency
assessment strategies tools as evidently shown in tools as evidently shown in tools as evidently shown in as evidently shown in any of shown
consistent with any of the acceptable MOV any of the acceptable MOV any of the acceptable MOV the acceptable MOV
curriculum
requirements.

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

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

Timeliness
 TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
5. Plus Factor 13. Performed various 10% Quality Consistently performed Frequently performed special Occasionally performed Rarely performed special No acceptable evidence was
special tasks and/or tasks and/or assignments as special tasks and/or tasks and/or assignments as shown
related works/activities
assignments as shown in the shown in the MOV submitted assignments as shown in the shown in the MOV submitted
that contribute to the MOV submitted MOV submitted
teaching-learning
process.
Efficiency Submitted 4 of the Submitted 3 of the Submitted 2 of the Submitted 1 of the No acceptable evidence was
acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness

RATING FOR OVERALL ACCOMPLISHMENTS

ADJECTIVAL RATING EQUIVALENCES

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

Ratee Rater Approving Authority

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

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

2. Undertakes personal actions and behavior that are clear and purposive and takes into account personal 2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the
goals and values congruent to that of the organization. organization.

3. Displays emotional maturity and enthusiasm for and is challenged by higher goals.
0 3. Applies negotiation principles in arriving at win-win agreements.
0
4. Prioritizes work tasks and schedules (through Gantt chants, checklists, etc.) to achieve goals. 4. Drives consensus and team ownership of decisions.

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

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

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

Note: The assessment in the demonstration of competencies shall not be reflected in the final rating. These competencies are monitored to inform professional development plans (DepEd Order No. 2, s. 2015, p. 9).
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) SUMMARY SHEET
Teacher I-III, SPET I-IV, Special Science Teacher I-II (Proficient Teacher)
Name of Employee: Name of Rater:
Position: Position:
ureau/Center/Service/Division: - Date of Review:
Rating Period:

PART III. SUMMARY OF RATINGS FOR DISCUSSION

Weight per Weight per Numerical Ratings Adjectival
KRA Objectives Score
KRA Objective Q E T Ave Rating
Objective 1 7.5% 0 0 0.000 0.000 Poor
KRA 1 22.5% Objective 2 7.5% 0 0 0 0.000 0.000 Poor
Objective 3 7.5% 0 0 0.000 0.000 Poor
Objective 4 7.5% 0 0 0.000 0.000 Poor
KRA 2 22.5% Objective 5 7.5% 0 0 0.000 0.000 Poor
Objective 6 7.5% 0 0 0.000 0.000 Poor
Objective 7 7.5% 0 0 0.000 0.000 Poor
KRA 3 22.5% Objective 8 7.5% 0 0 0.000 0.000 Poor
Objective 9 7.5% 0 0 0.000 0.000 Poor
Objective 10 7.5% 0 0 0.000 0.000 Poor
KRA 4 22.5% Objective 11 7.5% 0 0 0 0.000 0.000 Poor
Objective 12 7.5% 0 0 0 0.000 0.000 Poor
Plus Factor 10% Objective 13 10% 0 0 0.000 0.000 Poor
FINAL PERFORMANCE Final Rating 0.000
Accomplishments of KRAs and Objectives
RESULTS Adjectival Rating Poor

Ratee Rater Approving Authority

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

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

B. Core Behavioral Competencies

Feedback:

RATEE RATER APPROVING AUTHORITY