INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Master Teach

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:

TO BE FILLED OUT DURING PLANNING

MFOs KRAs Objectives Timelin Weight Performance Indicators
e per QET Outstanding Very Satisfactory
KRA 5 4

Basic 1. Content 1. Modeled effective 24.00% Quality Modelled Level 8 in Modelled Level 7 in
Objective 1 as shown in Objective 1 as shown in
Education Knowledge applications of
COT rating sheets COT rating sheets
Services and content knowledge
Pedagogy within and
across curriculum
teaching areas.
Efficiency
Timelines
2. Promoted effective s
Quality Modelled effective Modelled effective
strategies in utilizing strategies in utilizing
strategies in the
ICT that redefine and ICT that augment and
positive use of ICT to transform learning enrich learning
facilitate the experiences and are experiences and are
teaching documented properly documented properly
process and learning consistently using
and
consistently using
and
any referencing style any referencing style
as the
in shown
submitted as the
in shown
submitted
learning material learning material

Efficiency
Timelines
3. Developed and s
Quality Modelled effective Modelled effective
teaching strategies that teaching strategies that
applied effective
challenge learners to require learners to
teaching strategies to draw conclusions and make connections
promote justify using ideas
critical and their thinking or put learned as shown in
thinking, as creative
well as together to promote
parts
the submitted learning
the in
deeper
other
higher-order thinking understanding of ideas material
learned as shown in the
skills.
in
the submitted learning
material

Efficiency
Timelines
s BE FILLED OUT DURING PLANNING
TO
MFOs KRAs Objectives Timelin Weight Performance Indicators
e per QET Outstanding Very Satisfactory
KRA 5 4

2. Diversity 4. Exhibited a 24.00% Quality Modelled the use of Modelled the use of
effective teaching effective teaching
of learner-
strategies that are strategies that are
Learners &
Assessment centered culture
promotes successthat
by appropriate in appropriate in
and
Reporting using effective responding to learners’ responding to learners’
linguistic, cultural, linguistic, cultural,
teaching
strategies that socioeconomic, or socioeconomic, or
respond
their to
linguistic, religious backgrounds religious backgrounds
cultural, at an individual level at a group level as
socioeconomic and as shown in the in the shown in the in the
religious submitted learning submitted learning
backgrounds material material

Efficiency
Timelines
5. Evaluated with s
Quality Modelled Level 8 in Modelled Level 7 in
Objective 5 as shown in Objective 5 as shown in
colleagues teaching
COT rating sheets COT rating sheets
strategies that are
responsive to the
special
educational needs of
learners in difficult Efficiency
 circumstances*, Timelines
6. Used effective s
Quality Modelled effective Modelled effective
strategies in providing strategies in providing
strategies for
learners with learners with
providing timely, accurate, and accurate, and
accurate and specific and directed specific constructive
constructive feedback constructive feedback as shown in
encourage learners to feedback as shown in the evidence submitted
to
reflect on and the evidence submitted
improve their own
learning Efficiency
Timelines MOV submitted shows MOV submitted shows
feedback given within feedback given within
s
5 6-10
working days from working days from
submission submission

3. 7. Advised and guided 16.00% Quality Modelled Level 8 in Modelled Level 7 in

Objective 7 as shown in Objective 7 as shown in
Curriculu colleagues in the
COT rating sheets COT rating sheets
m and selection,
Planning organization,
development and use
appropriate
of teaching
and
learning resources, Efficiency
including ICT, to Timelines
address
8. Modelled to s
Quality All of the learning Majority of the
outcomes set are learning outcomes
colleagues the setting
aligned with the set are aligned with
of achievable and learning competencies the learning
challenging learning as shown in the MOV competencies as shown
outcomes that are submitted in the MOV submitted
aligned with learning
competencies to
cultivate
a culture of Efficiency
excellence for TO BE FILLED OUT DURING PLANNING
MFOs KRAs Objectives Timelin Weight Performance Indicators
e per QET Outstanding Very Satisfactory
KRA 5 4

all learners Timelines

4. 9. Guided colleagues s
24.00% Quality Implemented/ Implemented/
Organized/ Managed Organized/ Managed
Community to strengthen
with colleagues an with colleagues an
Linkages relationships with approved activity approved activity
and parents/ guardians involving parents/ involving parents/
Professional and the wider school guardians or other guardians or other
stakeholders in the stakeholders in the
Engagement community to school/ community as department/ learning
& Personal maximize their evidenced by MOV No. area/ grade level as
Growth and involvement in the 3 evidenced by MOV No.
Professional educative process 3
Developmen
t
Efficiency Submitted any 4 of the Submitted any 3 of the
acceptable MOV acceptable MOV

Timelines
10. Contributed s
Quality Contributed actively to Contributed actively to
any professional any professional
actively to
network/activity that network/activity that
professional networks requires output* and requires output* and
within and between proof of proof of
schools to improve implementation** implementation**
within the school to within the
knowledge and to share knowledge and to department/grade
enhance practice enhance practice as level to share
evidenced by the knowledge and to
submitted MOV enhance practice as
evidenced by the
submitted MOV

Efficiency Submitted 4 different Submitted 3 different

kinds of acceptable kinds of acceptable
MOV*** MOV***

Timelines
11. Initiated s
Quality Evaluated activities Conducted activities
involving colleague/s in involving colleague/s in
professional
professional reflection professional reflection
reflections and and learning and learning
promote learning opportunities as shown opportunities as shown
opportunities with in the MOV submitted in the MOV submitted
colleagues to improve
practice
 11. Initiated
professional
reflections and
promote learning
opportunities with
colleagues to improve
practice Efficiency Submitted the IPCRF- Submitted the IPCRF-
DP synthesis with any DP synthesis with any
4 of the acceptable 3 of the acceptable
Supporting MOV* Supporting MOV*

Timelines
s BE FILLED OUT DURING PLANNING
TO
MFOs KRAs Objectives Timelin Weight Performance Indicators
e per QET Outstanding Very Satisfactory
KRA 5 4

5. Plus 12. Performed 12.00% Quality Performed at least 1 Performed at least 1

related work/activity related work/activity
Factor various related
that contributed to the that contributed to the
works/activities that teaching-learning teaching-learning
contribute to the process beyond the process within the
teaching-learning school/ Community school/ Community
Learning Center Learning Center
process. (CLC) as evidenced by (CLC) as evidenced by
submitted MOV submitted MOV

Efficiency Submitted any 4 of the Submitted any 3 of the

acceptable MOV* acceptable MOV*

Timelines
s

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
Approving Authority
M (IPCRF) for Master Teacher I-IV, SPET V, SPECIAL SCIENCE TEACHER III-V
Name of Rater:
Position:
Date of Review:
NING
Performance Indicators
Satisfactory
3 2
Modelled Level 6 in
Objective 1 as shown in
COT rating sheets
Modelled effective
strategies in utilizing ICT
that modify processes
and improve learning
experiences and
are documented
and consistently using
properly
any referencing style
as
shown in the submitted
learning material
Modelled effective
teaching strategies that
require learners to
describe and explain
ideas learned as
shown in the in the
submitted learning
material
NING
Performance Indicators
Satisfactory
3 2
Modelled the use of an
effective teaching
strategy that is
appropriate in
responding to learners’
linguistic, cultural,
socioeconomic, or
religious backgrounds as
shown in the in the
submitted learning
material
Modelled Level 6 in
Objective 5 as shown in
COT rating sheets
TO BE FILLED OUT DURING
ActualEVALUATION Rating Score
Unsatisfactory Poor Results
1
Q E T Ave
Modelled Level 5 in Modelled Level 4 in Modelled Level 7 in
Objective 1 as shown in Objective 1 as shown in Objective 1 as shown in
COT rating sheets COT rating sheets or COT rating sheets
No acceptable evidence
was
shown
Modelled effective No acceptable evidence Modelled effective
strategies in utilizing was shown strategies in utilizing
ICT but do not create ICT that redefine and
a new learning transform learning
experience and/or ICT experiences and are
used are documented documented properly
not consistent with consistently using any
but and
one referencing style referencing style as
as the
in shown
submitted shown
in the submitted
learning material learning material
Modelled teaching No acceptable evidence Modelled effective
strategies that lead was shown teaching strategies that
learners along a challenge learners to
single path of inquiry draw conclusions and
or to justify their thinking or
simple recall and put parts together to
memorization of promote deeper
rote
concepts
as shown in the in the understanding of ideas
submitted learning learned as shown in the
material in
the submitted learning
material
TO BE FILLED OUT DURING
ActualEVALUATION Rating Score
Unsatisfactory Poor Results
1
Q E T Ave
Modelled the use of a No acceptable evidence Modelled the use of
teaching strategy or was shown effective teaching
strategies that strategies that are
partially respond to appropriate in
learners’ linguistic, responding to learners’
cultural, linguistic, cultural,
socioeconomic, or socioeconomic, or
religious backgrounds religious backgrounds
as shown in the in the at a group level as
submitted learning shown in the in the
material submitted learning
material
Modelled Level 5 in Modelled Level 4 in Modelled Level 7 in
Objective 5 as shown in Objective 5 as shown in Objective 5 as shown in
COT rating sheets COT rating sheets or COT rating sheets
No acceptable evidence
was
shown
 Modelled effective Showed strategies in No acceptable evidence Modelled effective
strategies in providing giving feedback but was shown strategies in providing
learners with accurate, feedback were learners with accurate,
and general inaccurate, and/or and specific and
constructive feedback destructive as shown directed constructive
as shown in the evidence in the evidence feedback as shown in
evidence submitted
submitted submitted the

MOV submitted shows MOV submitted shows No acceptable evidence MOV submitted
feedback given within feedback given beyond was shown
shows feedback
11- 20
given within
20 working days from working days from 5 working days
submission submission
from submission
Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in Modelled Level 7 in
Objective 7 as shown in Objective 7 as shown in Objective 7 as shown in Objective 7 as shown in
COT rating sheets COT rating sheets COT rating sheets or COT rating sheets
No acceptable evidence
was
shown

Half of the learning Less than half of the No acceptable evidence Majority of the learning
outcomes set are learning outcomes was shown outcomes set are
aligned with the set are aligned with aligned with the
learning competencies as the learning learning competencies
shown in the MOV competencies as shown as shown in the MOV
submitted in the MOV submitted submitted

NING TO BE FILLED OUT DURING

Performance Indicators ActualEVALUATION Rating Score
Satisfactory Unsatisfactory Poor Results
3 2 1
Q E T Ave

Drafted and action Wrote a No acceptable evidence Implemented/

plan/ project proposal/ communication letter was shown Organized/ Managed
activity proposal with with colleagues about with colleagues an
colleagues on an activity an approved activity approved activity
involving parents/ involving parents/ involving parents/
guardians or other guardians or other guardians or other
stakeholders as stakeholders as stakeholders in the
evidenced by MOV No. 2 evidenced by MOV No. school/ community as
1 evidenced by MOV No.
3

Submitted any 2 of the Submitted any 1 of the No acceptable evidence Submitted any 3 of the
acceptable MOV acceptable MOV was shown acceptable MOV

Contributed actively to Contributed actively to No acceptable evidence Contributed actively to

any professional any professional was shown any professional
network/activity that network/activity that network/activity that
requires output* to does not require requires output* and
share knowledge and to output to share proof of
enhance practice as knowledge and to implementation**
evidenced by the enhance practice as within the school to
submitted MOV evidenced by the share knowledge and to
submitted MOV enhance practice as
evidenced by the
submitted MOV

Submitted 2 different Submitted any 1 kind No acceptable evidence Submitted 4 different

kinds of acceptable of acceptable MOV was shown kinds of acceptable
MOV*** MOV***

Planned activities Synthesized IPCRF- No acceptable evidence Evaluated activities

involving colleague/s in DP of colleague/s as was shown involving colleague/s in
professional reflection basis to provide professional reflection
and learning learning opportunities and learning
opportunities as shown in as shown in the MOV opportunities as shown
the MOV submitted submitted in the MOV submitted
 Submitted the IPCRF-DP Submitted the IPCRF- No acceptable evidence Submitted the IPCRF-
synthesis with any 3 of DP synthesis with any was shown DP synthesis with any 4
the acceptable 1 of the acceptable of the acceptable
Supporting MOV* Supporting MOV* Supporting MOV*

NING TO BE FILLED OUT DURING

Performance Indicators ActualEVALUATION Rating Score
Satisfactory Unsatisfactory Poor Results
3 2 1
Q E T Ave
Performed at least 1 Performed at least 1 No acceptable evidence Performed at least 1
related work/activity that related work/activity was shown related work/activity
contributed to the that contributed to the that contributed to the
teaching-learning teaching-learning teaching-learning
process within the process within the process beyond the
learning area/ class as evidenced by school/ Community
department as submitted MOV Learning Center (CLC)
evidenced by submitted as evidenced by
MOV submitted MOV

Submitted any 2 of the Submitted any 1 of the No acceptable evidence Submitted any 4 of the
acceptable MOV* acceptable MOV was shown acceptable MOV*

RATING FOR OVERALL ACCOMPLISHMENTS

Rater