DepEd Prescribed IPCRF Parts 1 4 SY 2019 2020

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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
content and its integration content and its integration content and its integration content and its integration was shown
Services Knowledge and knowledge of
within and across subject within and across subject within and across subject within and across subject
Pedagogy content within and areas as shown in the Main areas as shown in the Main areas as shown in the Main areas as shown in the Main
across curriculum MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5 MOV with a rating of 4
teaching areas. Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence
each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting was shown
Supporting MOV Supporting MOV Supporting MOV MOV
Timeliness
2. Used a range of Quality Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence
teaching strategies that teaching strategies that teaching strategies that teaching strategies that was shown
teaching strategies promote reading, writing promote reading, writing promote reading, writing promote reading, writing
that enhance and/or numeracy skills as and/or numeracy skills as and/or numeracy skills as and/or numeracy skills as
learner shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with
achievement in a rating of 7 a rating of 6 a rating of 5 a rating of 4
literacy and Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence
numeracy skills. each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting was shown
Timeliness
3. Applied a range Quality Used different teaching Used different teaching Used different teaching Used different teaching No acceptable evidence
strategies that develop strategies that develop strategies that develop strategies that develop was shown
of teaching critical and/or creative critical and/or creative critical and/or creative critical and/or creative
strategies to thinking, as well as other thinking, as well as other thinking, as well as other thinking, as well as other
develop critical HOTS as shown in the Main HOTS as shown in the Main HOTS as shown in the Main HOTS as shown in the Main
and creative MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5 MOV with a rating of 4
thinking, as well as Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence
other higher-order each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting was shown
thinking skills. Supporting MOV Supporting MOV Supporting MOV MOV
Timeliness
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Weight Rating
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
management strategies that management strategies that management strategies that management strategies that was shown
Environment and classroom engage learners in engage learners in engage learners in engage learners in
Diversity of structure to activities/ tasks as shown in activities/ tasks as shown in activities/ tasks as shown in activities/ tasks as shown in
Learners engage learners, the Main MOV with a rating the Main MOV with a rating the Main MOV with a rating the Main MOV with a rating
individually or in of 7 of 6 of 5 of 4
groups, in
meaningful
exploration,
discovery and
hands-on activities Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence
within a range of Supporting MOV Supporting MOV Supporting MOV MOV
physical learning
environments.
Timeliness
5. Managed Quality Applied teacher Applied teacher Applied teacher Applied teacher No acceptable evidence
management strategies of management strategies of management strategies of management strategies of was shown
learner behavior learner behavior that learner behavior that learner behavior that learner behavior that
constructively by promote positive and non- promote positive and non- promote positive and non- promote positive and non-
applying positive violent discipline as shown violent discipline as shown violent discipline as shown violent discipline as shown
and non-violent in the MOV with a rating of 7 in the MOV with a rating of 6 in the MOV with a rating of 5 in the MOV with a rating of 4
discipline to Efficiency Submitted 4 COT rating Submitted 3 COT rating Submitted 2 COT rating Submitted 1 COT rating No acceptable evidence
ensure learning- sheets/inter- observer sheets/inter- observer sheets/inter- observer sheet/inter- observer was shown
focused agreement forms, each with agreement forms, each with agreement forms, each with agreement form with any 1
4 strategies as noted in the 4 strategies as noted in the 4 strategies as noted in the of the given strategies as
environments. comment section comment section comment section noted in the comment
section
Timeliness
6. Used Quality Applied differentiated Applied differentiated Applied differentiated Applied differentiated No acceptable evidence
teaching strategies to teaching strategies to teaching strategies to teaching strategies to was shown
differentiated, address learner diversity as address learner diversity as address learner diversity as address learner diversity as
developmentally shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with
appropriate a rating of 7 a rating of 6 a rating of 5 a rating of 4
learning Efficiency Submitted 2 Main MOV with Submitted 2 Main MOV with Submitted 2 Main MOV with Submitted 1 Main MOV with No acceptable evidence
experiences to 4 differentiated teaching 3 differentiated teaching 2 differentiated teaching 1 differentiated teaching was shown
address learners’ strategies as observed in 2 strategies as observed in 2 strategies as observed in 2 strategy as observed in 1
gender, needs, 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
strengths, interests
and experiences. Timeliness
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Weight Rating
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
developmentally sequenced developmentally sequenced developmentally sequenced developmentally sequenced was shown
Planning managed and teaching and learning teaching and learning teaching and learning teaching and learning
implemented process as shown in the process as shown in the process as shown in the process as shown in the
developmentally Main MOV with a rating of 7 Main MOV with a rating of 6 Main MOV with a rating of 5 Main MOV with a rating of 4
sequenced Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence
teaching and each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting was shown
learning processes Supporting MOV Supporting MOV Supporting MOV MOV
to meet curriculum
requirements and
varied teaching
Timeliness
contexts.
8. Participated in Quality Consistently participated in Frequently participated in Occasionally participated in Rarely participated in LAC No acceptable evidence
LAC sessions/FGDs/ LAC sessions/FGDs/ LAC sessions/FGDs/ sessions/FGDs/ meeting to was 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
use teacher and enrich instruction as shown enrich instruction as shown enrich instruction as shown instruction as shown in the
learner feedback in the MOV submitted in the MOV submitted in the MOV submitted MOV submitted
to enrich teaching Efficiency Participated in 4 LAC Participated in 3 LAC Participated in 2 LAC Participated in 1 LAC No acceptable evidence
practice. sessions/ sessions/ sessions/ session/FGD/ meeting on was shown
FGDs/meetings on teacher/ FGDs/meetings on FGDs/meetings on teacher/ teacher/ learner feedback as
learner feedback as teacher/learner feedback as learner feedback as evidently shown in the MOV
evidently shown in the MOV evidently shown in the MOV evidently shown in the MOV submitted
submitted submitted submitted
Timeliness
9. Selected, Quality Developed and used varied Developed and used varied Developed and used varied Developed and used varied No acceptable evidence
teaching and learning teaching and learning teaching and learning teaching and learning was shown
developed,
resources, including ICT, to resources, including ICT, to resources, including ICT, to resources, including ICT, to
organized and address learning goals as address learning goals as address learning goals as address learning goals as
used appropriate shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with
teaching and a rating of 7 a rating of 6 a rating of 5 a rating of 4
learning Efficiency Submitted 1 Main MOV with Submitted 1 Main MOV with Submitted 1 Main MOV with Submitted 1 Main MOV with No acceptable evidence
resources, 4 varied teaching and 3 varied teaching and 2 varied teaching and 1 teaching and learning was shown
including ICT, to learning resources, learning resources, learning resources, resource, including ICT, as
including ICT, as shown in 1 including ICT, as shown in 1 including ICT, as shown in 1 shown in 1 Supporting MOV
address learning Supporting MOV Supporting MOV Supporting MOV
goals.
Timeliness
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Weight Rating
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
organized and used organized and used organized and used organized and used was shown
Reporting selected, diagnostic, formative and diagnostic, formative and diagnostic, formative and diagnostic, formative and
organized and summative assessment summative assessment summative assessment summative assessment
used diagnostic, strategies consistent with strategies consistent with strategies consistent with strategies consistent with
formative and curriculum requirements as curriculum requirements as curriculum requirements as curriculum requirements as
shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with shown in the Main MOV with
summative a rating of 7 a rating of 6 a rating of 5 a rating of 4
assessment
strategies Efficiency Submitted 1 Main MOV with Submitted 1 Main MOV with Submitted 1 Main MOV with Submitted 1 Main MOV with No acceptable evidence
consistent with 4 varied assessment 3 varied assessment 2 varied assessment 1 assessment strategy as was shown
strategies as shown in any strategies as shown in any strategies as shown in any shown in any Supporting
curriculum Supporting MOV Supporting MOV Supporting MOV MOV
requirements.
Timeliness
11. Monitored and Quality Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence
evaluated learner progress evaluated learner progress evaluated learner progress evaluated learner progress was 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 shown in the MOV shown in the MOV shown in the MOV
learner attainment Efficiency
submitted
Submitted 4 different kinds
submitted
submitted
submitted
Submitted any 1 of the No acceptable evidence
data. of acceptable MOV of acceptable MOV of acceptable MOV acceptable MOV was shown
Timeliness Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable evidence
distributed across 4 quarters distributed across 3 quarters
distributed across 2 quarters completed in only 1 quarter was shown
12. Communicated Quality Consistently showed prompt Frequently showed prompt Occasionally showed Rarely showed prompt and No acceptable evidence
and clear communication of and clear communication of prompt and clear clear communication of the was shown
promptly and the learners’ needs, the learners’ needs, communication of the learners’ needs, progress
clearly the progress and achievement progress and achievement learners’ needs, progress and achievement to key
learners’ needs, to key stakeholders, to key stakeholders, and achievement to key stakeholders, including
progress and including parents/ guardians including parents/ guardiansstakeholders, including parents/ guardians as
as shown in the MOV as shown in the MOV parents/ guardians as shown in the MOV
achievement to shown in the MOV
submitted submitted submitted
key stakeholders, submitted
including Efficiency Submitted 4 different kinds Submitted 3 different kinds Submitted 2 different kinds Submitted any 1 of the No acceptable evidence
parents/guardians. of acceptable MOV of acceptable MOV of acceptable MOV acceptable MOV was shown
Timeliness Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable evidence
distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters completed in only 1 quarter was shown
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Weight Rating
per KRA QET
5 4 3 2 1 Q E T Ave
5. Plus Factor 13. Performed 10% Quality Consistently performed Frequently performed Occasionally performed Rarely performed various No acceptable evidence
various related various related various related related work/activities that was shown
various related work/activities that work/activities that work/activities that contribute to the teaching
works/activities contribute to the teaching contribute to the teaching contribute to the teaching learning process as shown
that contribute to learning process as shown learning process as shown learning process as shown in the MOV submitted
the teaching- in the MOV submitted in the MOV submitted in the MOV submitted
learning process. Efficiency Submitted 4 different kinds Submitted 3 different kinds Submitted 2 different kinds Submitted any 1 of the No acceptable evidence
of acceptable MOV of acceptable MOV of acceptable MOV acceptable MOV was shown
Timeliness
RATING FOR OVERALL ACCOMPLISHMENTS
ADJECTIVAL RATING EQUIVALENCES

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

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

Weight Rating
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
applications of content applications of content applications of content applications of content was shown
Education Knowledge and applications of content
knowledge within and knowledge within and knowledge within and knowledge within and
Services Pedagogy knowledge within and across curriculum teaching across curriculum teaching across curriculum teaching across curriculum teaching
across curriculum areas as shown in the Main areas as shown in the Main areas as shown in the Main areas as shown in the Main
teaching areas. MOV with a rating of 8 MOV with a rating of 7 MOV with a rating of 6 MOV with 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
Timeliness
2. Collaborated with Quality Conducted, completed and Conducted and Conducted action research Proposed action research No acceptable evidence
disseminated action completed action research with colleagues with colleagues was shown
colleagues in the
research with colleagues with colleagues
conduct and
application of
Efficiency Submitted any 4 of the Submitted any 3 of the Submitted any 2 of the Submitted any 1 of the No acceptable evidence
research to enrich acceptable MOV acceptable MOV acceptable MOV acceptable MOV was shown
knowledge of content Timeliness Presented the research Completed the research Conducted the research Proposed the research No acceptable evidence
and pedagogy. report within the rating report within the rating report within the rating report within the rating was shown
period period period period
3. Developed and Quality Demonstrated effective Demonstrated effective Demonstrated effective Demonstrated effective No acceptable evidence
teaching strategies to teaching strategies to teaching strategies to teaching strategies to was 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
Timeliness
TO BE FILLED OUT DURING PLANNING 000000 TO BE FILLED OUT DURING EVALUATION
Weight Rating
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
effective classroom effective classroom effective classroom effective classroom was shown
Environment and colleagues to model
management strategies that management strategies that management strategies that management strategies that
Diversity of and share effective engage learners in activities/ engage learners in activities/ engage learners in activities/ engage learners in activities/
Learners techniques in the tasks done in different tasks done in different tasks done in different tasks done in different
management of physical learning physical learning physical learning physical learning
environments as shown in environments as shown in environments as shown in environments as shown in
classroom structure to
the Main MOV with a rating the Main MOV with a rating the Main MOV with a rating the Main MOV with a rating
engage learners, of 8 of 7 of 6 of 5
individually or in
groups, in meaningful
exploration, discovery
and hands-on
activities within a Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence
range of physical Supporting MOV Supporting MOV Supporting MOV MOV
learning
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 Efficiency Submitted 4 COT rating Submitted 3 COT rating Submitted 2 COT rating Submitted 1 COT rating No acceptable evidence
environments. sheets/inter-observer sheets/inter-observer sheets/inter-observer sheet/inter-observer was shown
agreement forms, each with agreement forms, each with agreement forms, each with agreement form with any 1
7 strategies as noted in the 7 strategies as noted in the 7 strategies as noted in the of the given strategies as
comment section comment section comment section noted in the comment
section
Timeliness
6. Worked with 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 no evidence of sharing shown
colleagues to share
level to share differentiated, differentiated, level to share differentiated, differentiated,
differentiated, developmentally appropriate developmentally appropriate developmentally appropriate developmentally appropriate
developmentally opportunities to address opportunities to address opportunities to address opportunities to address
appropriate learners’ differences learners’ differences learners’ differences learners’ differences with
others
opportunities to
address learners’
differences in gender,
needs, strengths,
interests and
experiences. each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting was shown
Timeliness
Weight Rating
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
effective strategies showing effective strategies showing effective strategies showing effective strategies showing was shown
Planning applied effective
developmentally- developmentally- developmentally- developmentally-
strategies in the sequenced teaching and sequenced teaching and sequenced teaching and sequenced teaching and
planning and learning process as shown learning process as shown learning process as shown learning process as shown
management of in the Main MOV with a in the Main MOV with a in the Main MOV with a in the Main MOV with a
rating of 8 rating of 7 rating of 6 rating of 5
developmentally
sequenced teaching
and learning
processes to meet
curriculum
requirements and each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting was shown
varied teaching Supporting MOV Supporting MOV Supporting MOV MOV
contexts.
Timeliness
8. Reviewed with Quality Consistently led Frequently led collaborative Occasionally led Rarely led collaborative No acceptable evidence
collaborative reviews of reviews of teacher and collaborative reviews of reviews of teacher and was shown
colleagues, teacher
teacher and learner learner feedback as teacher and learner learner feedback as
and learner feedback feedback as evidenced by evidenced by the MOV feedback as evidenced by evidenced by the MOV
to plan, facilitate and the MOV submitted submitted the MOV submitted submitted
enrich teaching Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV with No acceptable evidence
practice. each with any 1 of the each with any 1 of the each with any 1 of the any 1 of the Supporting was shown
Timeliness
9. Advised and guided Quality Consistently advised Frequently advised Occasionally advised Rarely advised colleagues No acceptable evidence
colleagues in the selection, colleagues in the selection, colleagues in the selection, in the selection, was shown
colleagues in the
organization, development organization, development organization, development organization, development
selection, and appropriate use of and appropriate use of and appropriate use of and appropriate use of
organization, teaching and learning teaching and learning teaching and learning teaching and learning
development and use resources as shown in the resources as shown in the resources as shown in the resources as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
of appropriate
teaching and learning
resources, including
ICT, to address
specific learning Efficiency Submitted 4 of the Submitted 3 of the Submitted 2 of the Submitted 1 of the No acceptable evidence
acceptable MOV acceptable MOV acceptable MOV acceptable MOV was shown
goals.
Timeliness
Weight Rating
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
collaboratively assessment collaboratively assessment collaboratively assessment collaboratively assessment was shown
and Reporting collaboratively with
tools with colleagues as tools with colleagues as tools with colleagues as tools with colleagues as
colleagues to review shown in the MOV shown in the MOV shown in the MOV shown in the MOV
the design, selection, submitted submitted submitted submitted
organization and use
of a range of effective
diagnostic, formative
and summative
Efficiency Submitted 4 assessment Submitted 3 assessment Submitted 2 assessment Submitted 1 assessment No acceptable evidence
assessment strategies tools as evidently shown in tools as evidently shown in tools as evidently shown in tool as evidently shown in was shown
consistent with any of the acceptable MOV any of the acceptable MOV any of the acceptable MOV any of the acceptable MOV
curriculum
requirements.
Timeliness
11. Interpreted Quality Consistently collaborated Frequently collaborated with Occasionally collaborated Rarely collaborated with No acceptable evidence
with colleagues in the colleagues in the with colleagues in the colleagues in the was shown
collaboratively interpretation of assessment interpretation of assessment interpretation of assessment interpretation of assessment
monitoring and data as shown in the MOV data as shown in the MOV data as shown in the MOV data as shown in the MOV
evaluation strategies submitted submitted submitted submitted
of attainment data to
support learner
progress and
achievement. Efficiency Submitted 2 different types Submitted 3 of the same Submitted 2 of the same Submitted any 1 of the MOV No acceptable evidence
of MOV kind of MOV kind of MOV was shown
Timeliness
12. Applied skills in Quality Consistently applied skills in Frequently applied skills in Occasionally applied skills Rarely applied skills in the No acceptable evidence
the effective communication the effective communication in the effective effective communication of was shown
the effective
of learner needs and of learner needs and communication of learner learner needs and progress
communication of progress to parents/ progress to parents/ needs and progress to to parents/ guardians as
learner needs, guardians as shown in the guardians as shown in the parents/ guardians as shown in the MOV
progress and MOV submitted MOV submitted shown in the MOV submitted
submitted
achievement to key
stakeholders,
including
parents/guardians. Efficiency Submitted 4 of the Submitted 3 of the Submitted 2 of the Submitted 1 of the No acceptable evidence
Timeliness
Weight Rating
per KRA QET
5 4 3 2 1 Q E T Ave
5. Plus Factor 13. Performed various 10% Quality Consistently performed Frequently performed Occasionally performed Rarely performed special No acceptable evidence
special tasks and/or special tasks and/or special tasks and/or tasks and/or assignments as was shown
related works/activities
assignments as shown in assignments as shown in assignments as shown in shown in the MOV
that contribute to the the MOV submitted the MOV submitted the MOV submitted submitted
teaching-learning
process.
Efficiency Submitted 4 of the Submitted 3 of the Submitted 2 of the Submitted 1 of the No acceptable evidence
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

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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. Works constructively and collaboratively with others and across organizations to accomplish organization
5. Sets high quality, challenging, realistic goals for self and others.
goals and objectives.
Professionalism and Ethics Service Orientation
1. Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards for
1. Can explain and articulate organizational directions, issues and problems.
Public Officials and Employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking into account the impact of his/her actions
2. Takes personal responsibility for dealing with and/or correcting customer service issues and concerns.
and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good
grooming and communication.
0 3. Initiates activities that promote advocacy for men and women empowerment.
0
4. Participates in updating office vision, mission, mandates and strategies based on DepEd strategies and
4. Makes personal sacrifices to meet the organization’s needs.
directions.
5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve system and 5. Develops and adopts service improvement program through simplified procedures that will further
help others improve their effectiveness. enhance service delivery.
Results Focus Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes and
1. Achieves results with optimal use of time and resources most of the time.
suggests better ways to do things (cost and/or operational efficiency).
2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal
before personal needs. productivity to create higher value and results.
3. Delivers error-free outputs most of the time by conforming to standard operating procedures correctly and
consistently. Able to produce very satisfactory quality work in terms of usefulness/acceptability and
completeness with no supervision required.
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 4. Translates creative thinking into tangible changes and solutions that improve the work unit and
or more precise ways of meeting goals set. organization.
5. Makes specific changes in the system or in own work methods to improve performance. Examples may
5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability to
include doing something better, faster, at a lower cost, more efficiently, or improving quality, customer
succeed with minimal resources.
satisfaction, morale, without setting any specific goal.
Note: The assessment in the demonstration of competencies shall not be reflected in the final rating. These competencies are monitored to inform professional development plans (DepEd Order No. 2, s. 2015, p. 9).
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INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) SUMMARY SHEET

Teacher I-III, SPET I-IV, Special Science Teacher I-II (Proficient Teacher)
Position: Position:
ureau/Center/Service/Division: - Date of Review:
Rating Period:
PART III. SUMMARY OF RATINGS FOR DISCUSSION

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

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PART IV: DEVELOPMENT PLANS
NOTE:
This sheet shall be accomplished during: i) Phase I: Performance Planning and Commitment, based on the results of e-SAT; and ii) Phase II: Performance Monitoring
and Coaching, based on the agreements on the Performance Monitoring and Coaching Form and Mid-year Review Form; and iii) Phase IV: Performance Rewarding
and Development Planning, based on the actual results of IPCRF.

The Ratee can modify the cell (i.e., add rows) to reflect his/her development needs and strengths.
Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies
B. Core Behavioral Competencies
Feedback:
RATEE RATER APPROVING AUTHORITY

DepEd Prescribed IPCRF Parts 1 4 SY 2019 2020

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DepEd Prescribed IPCRF Parts 1 4 SY 2019 2020

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

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

RATING FOR OVERALL ACCOMPLISHMENTS

ADJECTIVAL RATING EQUIVALENCES

Ratee Rater Approving Authority

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

RATING FOR OVERALL ACCOMPLISHMENTS

ADJECTIVAL RATING EQUIVALENCES

Ratee Rater Approving Authority

PART II: COMPETENCIES

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) SUMMARY SHEET

PART III. SUMMARY OF RATINGS FOR DISCUSSION

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B. Core Behavioral Competencies

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