Republic of the Philippines

Department of Education

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW

(IPCRF) PART I-IV
SY 2021-2022
This form is an Excel-based version of the Part I-IV of the Individual Performance Com
Form (IPCRF) as prescribed in the DepEd Order No. 2, s. 2015. It is intended to assist Teach
preparation of their IPCRF forms at different RPMS phases, e.g. Individual Performance Co
Review Form (IPCRF) and Development Plan during Performance Planning and Commitme
accomplished IPCRF with computed final rating during Performance Review and Evaluatio
gathered using this tool will help the Rater in identifying the needs of teachers and in pro
interventions.

This tool shall be accomplished by each teacher. When all Parts I-IV are accomplished,
print and submit this tool, with the Portfolio, to the Rater for final review and assessment

OVERVIEW
Please open this Workbook with Microsoft Excel 2010 or later. The Excel Workbook has 11 viewab
• READ THIS
• Encoding Sheet-Proficient (green-colored sheet tab)
• IPCRF-Part 1-Proficient (green-colored sheet tab)
• IPCRF-Part 2-Proficient (green-colored sheet tab)
• IPCRF-Part 3-Proficient (green-colored sheet tab)
• IPCRF-Part 4-Proficient (green-colored sheet tab)
• Encoding Sheet-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 1-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 2-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 3-Highly Proficient (blue-colored sheet tab)
• IPCRF-Part 4-Highly Proficient (blue-colored sheet tab)

READ THIS
This sheet contains information about the tool and how to use it.

Encoding Sheet-Proficient & Encoding Sheet-Highly Proficient

The sheet is partially locked and only certain parts (Information box on top, spaces for ratings, and
Authority at the bottom) are unlocked for encoding. This is where you will encode the ratings that
in all the Classroom Observation periods (COT 1-2) as reflected in the Classroom Observation Tool
Sheets, and/or from the Supplementary Materials/TRFs you have provided in applicable Objectives
will also encode your IPCRF rating (Quality/Q) for the other objectives. The sheet automatically com
average transmuted rating of your ratings, which will be the rating for Quality for the classroom ob
in the RPMS. The final ratings are automatically reflected in the IPCRF-Part 1 and IPCRF-Part 3.

IPCRF-Part 1-Proficient & IPCRF-Part 1-Highly Proficient

The sheet automatically generates after encoding in the Encoding Sheet. NO MORE EDITING IS ALL
SHEET.

IPCRF-Part 2-Proficient & IPCRF-Part 2-Highly Proficient

This sheet contains the Core Behavioral Competencies, where you will encode the results of the as
core behavioral competencies. Indicate the total number of competency indicators that you have d
during the performance cycle in the space provided. The sheet is partially locked and only the spa
encode the number (1, 2, 3, 4, or 5) of competencies for each category of Core Behavioral Compet
for encoding. There are six (6) categories of core behavioral competencies (e.g. Self-Management,
and Ethics).

IPCRF-Part 3-Proficient & IPCRF-Part 3-Highly Proficient

This sheet, the Individual Performance Commitment Review Form Summary Sheet, shows your IPCR
core behavioral competencies. Indicate the total number of competency indicators that you have d
during the performance cycle in the space provided. The sheet is partially locked and only the spa
encode the number (1, 2, 3, 4, or 5) of competencies for each category of Core Behavioral Compet
for encoding. There are six (6) categories of core behavioral competencies (e.g. Self-Management,
and Ethics).

IPCRF-Part 3-Proficient & IPCRF-Part 3-Highly Proficient

This sheet, the Individual Performance Commitment Review Form Summary Sheet, shows your IPCR
(Quality/Q) per objective, your Average and Score per Objective, and your Final Rating for the perf
Data in this sheet are automatically generated from the encoded information and ratings in the IPC
ONLY THE COLORED CELLS (see note on the sheet) should be edited.

IPCRF-Part 4-Proficient & IPCRF-Part 4-Highly Proficient

This sheet will contain your IPCRF-Development Plan. This sheet is completely unlocked. Use this s
your strengths and development needs, and the corresponding action plan, timeline, and resource
the results of your e-SAT prior to the RPMS Cycle. You may update your Development Plan based o
your performance review and evaluation during RPMS Phase IV.

HOW TO USE
A. Opening the Workbook
1. Open the Excel Workbook with Microsoft Excel 2010 or later.

2. Click Enable editing when a prompt appears.

3. Click Enable Macros or Enable Content when a prompt appears.
4. Click Update when a prompt appears.

5. Read and understand all the contents of this 'READ THIS' Sheet, then click Begin at the botto

B. Encoding IPCRF Ratings (in the Encoding Sheet & IPCRF-Part 3)

1. Encode all required information at the uppermost portion of the sheet. Input the Name of Em
Position, Bureau/Center/Service/Division, Rating Period, Name of Rater, Position of Rater, Date of R
the name of the Approving Authority at the bottom of the sheet.

2. Input your all Ratings for the Classroom Observation period(s) you have been observed, and/
Supplementary Materials/TRFs you have provided in applicable Objectives. The Sheet computes fo
RPMS Rating for Quality for the classroom-observable Objectives based on the ratings that you en
at least 1 COT/Supp Material/TRF and up to at most 2). If you only have 1 COT/Supp Material/TRF
encode the ratings under COT/Supp Material/TRF 1. Leave COT/Supp Material/TRF 2 blank. Input
the other objectives. Note that only a certain number of cells are editable on this sheet and these

3. Double check if all ratings in the necessary Q columns are filled in on both the Encoding Shee
3. Take NOTE of and follow the instructions found on the right side of some objectives. Ensure that
and Adjectival Ratings reflect on the space at the bottom of the sheet.

C. Accomplishing the Competencies Part of the IPCRF

1. Open the IPCRF-Part 2 sheet to begin encoding.
2. Input the number of competency indicators (1, 2, 3, 4, or 5) for each of the 6 categories of Co
Behavioral Competencies that you have demonstrated during the performance cycle.

D. Preparing the Development Plans

1. Open the IPCRF-Part 4 sheet to begin encoding.

2. Encode your strengths and development needs for both the Functional Competencies (RPMS
I) and the Core Behavioral Competencies (in Part II).
3. Input your corresponding action plan (including the Learning Objectives and Interventions), ti
resources needed.

E. Submitting IPCRF Parts I-IV to your Rater

Print all 4 sheets: IPCRF-Parts 1-4 that you have accomplished, in the required number of copie
your Rater, together with your RPMS Portfolio. There will be a face-to-face validation of the IPCRF b
and the Rater.
resources needed.

E. Submitting IPCRF Parts I-IV to your Rater

Print all 4 sheets: IPCRF-Parts 1-4 that you have accomplished, in the required number of copie
your Rater, together with your RPMS Portfolio. There will be a face-to-face validation of the IPCRF b
and the Rater.

T1-T3?
Begin.

Developed by:

ANGELO D. UY
School Principal II
Biñan City Science and Technology High School
Schools Division Office of Biñan City
es
ucation

T AND REVIEW FORM

dual Performance Commitment and Review

ntended to assist Teachers/Ratees in the
ividual Performance Commitment and
lanning and Commitment phase,
e Review and Evaluation phase. The data
of teachers and in providing appropriate

I-IV are accomplished, the teacher should

review and assessment.

orkbook has 11 viewable sheets:

spaces for ratings, and name of Approving

ncode the ratings that you have obtained
oom Observation Tool (COT) Rating
n applicable Objectives. This is where you
sheet automatically computes for the
ty for the classroom observable objectives
1 and IPCRF-Part 3.

O MORE EDITING IS ALLOWED ON THIS

de the results of the assessment of your

dicators that you have demonstrated
cked and only the spaces where will you
ore Behavioral Competencies are unlocked
e.g. Self-Management, Professionalism

Sheet, shows your IPCRF rating

dicators that you have demonstrated
cked and only the spaces where will you
ore Behavioral Competencies are unlocked
e.g. Self-Management, Professionalism

Sheet, shows your IPCRF rating

inal Rating for the performance cycle.
n and ratings in the IPCRF-Part 1 sheet.

ely unlocked. Use this sheet to encode

timeline, and resources needed based on
elopment Plan based on the results of

click Begin at the bottom to start.

t. Input the Name of Employee/Ratee,

ition of Rater, Date of Review. Type also

ve been observed, and/or Ratings for the

The Sheet computes for the transmuted
he ratings that you encoded (e.g., from
OT/Supp Material/TRF, you just need to
ial/TRF 2 blank. Input the Q ratings for
n this sheet and these cannot be blank.

both the Encoding Sheet, and IPCRF-Part

objectives. Ensure that Final Numerical

of the 6 categories of Core

nce cycle.

al Competencies (RPMS Objectives in Part

es and Interventions), timeline, and

quired number of copies. Submit these to

alidation of the IPCRF between the Ratee
quired number of copies. Submit these to
alidation of the IPCRF between the Ratee

T1-T3? MT1-MT4?
Begin. Begin.
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) ENCODING SHEET
Teacher I-III (Proficient Teacher)

Name of Employee: Name of Rater:

Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period: SY 2021-2022 (August 2021-July 2022)

COT/Supp COT/Supp Material/TRF

Weight per COT Indicator No. Material/TRF 1 2 Numerical Rating
KRA Weight per KRA Objectives
Objective (Set)
COT RPMS 5-pt COT RPMS 5-pt
Rating Scale Rating Scale Q E
Objective 1 5% 1 0 0 #ERROR!
Objective 2 5%
KRA 1 20%
Objective 3 5% 2 0 0 #ERROR!
Objective 4 5% 3 0 0 #ERROR!
Objective 5 5% 4 0 0 #ERROR!
Objective 6 5% 5 0 0 #ERROR!
SET A
#ERROR!
Objective 7 5% 6 (Supp Material)
KRA 2 20%
SET B (COT) 0 0 #ERROR!
SET A
#ERROR!
Objective 8 5% 7 (Supp Material)
SET B (COT) 0 0 #ERROR!
SET A (COT) 0 0 #ERROR!
Objective 9 5% 8
SET B (TRF) #ERROR!
SET A (COT) 0 0 #ERROR!
KRA 3 20% Objective 10 5% 9
SET B (TRF) #ERROR!
Objective 11 5%
Objective 12 5%
Objective 13 5%

KRA 4 30%
 Objective 14 5%
Objective 15 5%
KRA 4 30%
Objective 16 5%
Objective 17 5%
Objective 18 5%
KRA 5 10% Objective 19 10%
Final Rating
Adjectival Rating

0 0
Ratee Rater
SHEET

Numerical Ratings Score FOR OBJ 7-10:

Accomplish ONLY
T Ave
0 0
the white
#ERROR!
cells on
#ERROR! #ERROR!
0.000 0.000 the SET (A or B)
#ERROR! #ERROR! 0 0 that#ERROR!
you used.
#ERROR! #ERROR! 0 0 Leave the other
#ERROR!
#ERROR! #ERROR! 0 0 SET #ERROR!
blank. Delete
#ERROR! #ERROR! 0 0 #ERROR!
content of
#ERROR! #ERROR! 0 0 Column K (Quality
#ERROR!
0 0
Rating), Column N
#ERROR!
#ERROR! #ERROR!
(Ave) and Column
#ERROR! #ERROR! 0 0 O (Score)
#ERROR!

#ERROR! #ERROR! 0 0
corresponding
#ERROR!
to
#ERROR! #ERROR! 0 0 the Set that YOU
#ERROR!
#ERROR! #ERROR! 0 0 DID #ERROR!
NOT USE.
#ERROR! #ERROR! 0 0 FINAL &
#ERROR!
#ERROR! #ERROR! 0 0 ADJECTIVAL
#ERROR!
0.000 0.000
0.000 0.000
RATINGS will
0.000 0.000 appear if you
correctly followed
these instructions.
 ADJECTIVAL
RATINGS will
appear if you
0.000 0.000 correctly followed
0.000 0.000 these instructions.
0.000 0.000
0.000 0.000
0.000 0.000
0.000 0.000
#ERROR!
#ERROR!

Approving Authority
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR TEACHERS I-III
Name of Employee: 0 Name of Rater: 0
Position: 0 Position: 0
Bureau/Center/Service/Division: 0 Date of Review: December 30, 1899
Rating Period: SY 2021-2022 (August 2021-July 2022)

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

PERFORMANCE INDICATORS
WEIGHT Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor ACTUAL Rating
MFO KRAS OBJECTIVES TIMELINE QET SCORE
PER KRA RESULTS (Quality)
5 4 3 2 1
1. Content
20% Quality #ERROR!
1. Applied SY 2021- Demonstrated Level 7 Demonstrated Level 6 Demonstrated Level 5 Demonstrated Level 4 Demonstrated Level 3 #ERRO #ERROR
Knowledge and knowledge of 2022 in Objective 1 as in Objective 1 as in Objective 1 as in Objective 1 as in Objective 1 as
content within and shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
R! !
Pedagogy
across curriculum rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter-
teaching areas. observer agreement observer agreement observer agreement observer agreement observer agreement
forms. forms. forms. forms. forms OR No
acceptable evidence
was shown.
Basic Education Services

2. Used research- SY 2021- Quality Used research-based Used research-based Used research-based Use of research- No acceptable #N/A
0 0.000
based knowledge 2022 knowledge and/or knowledge and/or knowledge and/or based knowledge evidence was shown
and principles of principles of teaching principles of teaching principles of teaching and/or principle of
teaching and in all the components in two components of in one components of teaching and learning
learning to enhance of instruction in the instruction in the instruction in the is identified but was
professional lesson plan to improve lesson plan to improve lesson plan to improve poorly used as basis
practice. student learning student learning student learning for planning/designing
the lesson
 3. Displayed SY 2021- Quality Demonstrated Level 7 Demonstrated Level 6 Demonstrated Level 5 Demonstrated Level 4 Demonstrated Level 3 #ERROR!
#ERRO #ERROR
proficient use of 2022 in Objective 3 as in Objective 3 as in Objective 3 as in Objective 3 as in Objective 3 as
Mother Tongue, shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating
R! !
Filipino and English sheets/inter-observer sheets/inter-observer sheets/inter-observer sheets/inter-observer sheets/inter-observer
to facilitate teaching agreement forms agreement forms agreement forms agreement forms agreement forms OR
and learning. No acceptable
evidence was shown.

4. Used effective SY 2021- Quality Demostrated Level 7 Demostrated Level 6 Demostrated Level 5 Demostrated Level 4 Demostrated Level 3 #ERROR!
#ERRO #ERROR
verbal and non-safe SY2022 in Objective 4 as in Objective 4 as in Objective 4 as in Objective 4 as in Objective 4Level
as 3
2. Learning 5. Established 2021-
20% Quality Demonstrated Level 7 Demonstrated Level 6 Demonstrated Level 5 Demonstrated Level 4 Demostrated #ERRO
R! #ERROR
#ERROR!
verbal classroom shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating
!
Environment and secure learning 2022 in Objective 5 as in Objective 5 as in Objective 5 as in Objective 5 as in Objective 5 as
strategies to to
environments sheets/inter-
shown in COT rating sheets/inter-
shown in COT rating sheets/inter-
shown in COT rating sheets/inter-
shown in COT rating sheets/inter-
shown in COT rating
R! !
support learner
enhance learning agreement forms
sheets/inter-observer agreement forms
sheets/inter-observer agreement forms
sheets/inter-observer agreement forms
sheets/inter-observer agreement forms OR
sheets/inter-
understanding,
through the agreement forms agreement forms agreement forms agreement forms No acceptable
agreement forms OR
participation,
consistent evidence
No was shown.
acceptable
engagement andof
implementation evidence was shown.
achievement.
policies, guidelines
and procedures.

6. Maintained SY 2021- Quality Demonstrated Level 7 Demonstrated Level 6 Demonstrated Level 5 Demonstrated Level 4 Demostrated Level 3 #ERROR!
#ERRO #ERROR
learning 2022 in Objective 6 as in Objective 6 as in Objective 6 as in Objective 6 as in Objective 6 as
environments that shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating
R! !
promote fairness, sheets/inter-observer sheets/inter-observer sheets/inter-observer sheets/inter-observer sheets/inter-
respect and care to agreement forms agreement forms agreement forms agreement forms agreement forms OR
encourage learning. No acceptable
evidence was shown.
 #ERROR!
7. Maintained SY 2021- Quality (SET Provided effective and Provided effective Provided an effective Provided learning No acceptable #ERRO #ERROR
learning 2022 A) varying learning learning opportunities learning opportunity opportunity/ies that evidence was shown
environments that opportunities that are that are well-aligned that is well-aligned is/are partially aligned
R! !
nurture and inspire well-aligned with the with the learning goals with the learning goals with the learning goals
learners to learning goals and and engage learners and engage learners and only somehow
participate, feature all elements of to participate, to participate, engage/s learners to
cooperate and collaborative learning cooperate, and/or cooperate, and/or participate, cooperate
collaborate in as shown in the collaborate in collaborate in and/or collaborate in
continued learning. submitted learning continued learning as continued learning as continued learning as
material. shown in the shown in the shown in the
submitted learning submitted learning submitted learning
material. material. material.

Quality (SET Demonstrated Level 7 Demonstrated Level 6 Demonstrated Level 5 Demonstrated Level 4 Demostrated Level 3 #ERROR!
#ERRO #ERROR
B) in Objective 7 as in Objective 7 as in Objective 7 as in Objective 7 as in Objective 7 as
shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating
R! !
sheets/inter-observer sheets/inter-observer sheets/inter-observer sheets/inter-observer sheets/inter-
agreement forms agreement forms agreement forms agreement forms agreement forms OR
No acceptable
evidence was shown.
 #ERROR!
8. Applied a range SY 2021- Quality (SET Applied effective Applied effective Applied an effective Applied teaching No acceptable #ERRO #ERROR
of successful 2022 A) teaching strategies teaching strategies teaching strategy that strategy/ies that is/are evidence was shown
strategies that that are well-aligned that are well-aligned is well-aligned with the partially aligned with
R! !
maintain learning with the learning goals with the learning goals learning goal/s and the learning goal/s
environments to and successfully and successfully successfully motivates and only somehow
motivate learners to motivate learners to motivate learners to learners to work motivate/s learners to
work productively monitor and evaluate work productively by productively by work productively by
by assuming their own learning as assuming assuming assuming
responsibility for shown in the responsibility for their responsibility for their responsibility for their
their own learning. submitted learning own learning as own learning as own learning as
material. shown in the shown in the shown in the
submitted learning submitted learning submitted learning
material. material. material.

Quality (SET Demonstrated Level 7 Demonstrated Level 6 Demonstrated Level 5 Demonstrated Level 4 Demonstrated Level 3 #ERROR!
#ERRO #ERROR
B) in Objective 8 as in Objective 8 as in Objective 8 as in Objective 8 as in Objective 8 as
shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating
R! !
sheets/inter-observer sheets/inter-observer sheets/inter-observer sheets/inter-observer sheets/inter-observer
agreement forms agreement forms agreement forms agreement forms agreement forms OR
No acceptable
evidence was shown

20% #ERRO #ERROR

3. Diversity of 9. Designed, SY 2021- Quality (SET Demostrated Level 7 Demostrated Level 6 Demostrated Level 5 Demostrated Level 4 Demostrated Level 3 #ERROR!
Learners, Curriculum adapted and 2022 A) in Objective 9 as in Objective 9 as in Objective 9 as in Objective 9 as in Objective 9 as
and Planning & implemented shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating
R! !
Assessment and teaching strategies sheets/inter-observer sheets/inter-observer sheets/inter-observer sheets/inter-observer sheets/inter-observer
Reporting that are responsive agreement forms agreement forms agreement forms agreement forms agreement forms OR
to learners with No acceptable
3. Diversity of
Learners, Curriculum
9. Designed,
adapted and
SY 2021-
2022 20% Quality (SET Demonstrated Level 5 Demonstrated Level 4 Demonstrated Level 3 Demonstrated Level 2 Demonstrated Level 1 #ERROR!
#ERRO #ERROR
and Planning & implemented B) as shown in the TRFs as shown in the TRFs as shown in the TRFs as shown in the TRFs as shown in the TRFs
Assessment and teaching strategies OR No acceptable
R! !
Reporting that are responsive evidence was shown
to learners with
disabilities,
giftednedness and
talents

10. Adapted and SY 2021- Quality (SET Demostrated Level 7 Demostrated Level 6 Demostrated Level 5 Demostrated Level 4 Demostrated Level 3 #ERROR!
#ERRO #ERROR
used culturally- 2022 A) in Objective 10 as in Objective 10 as in Objective 10 as in Objective 10 as in Objective 10 as
appropriate shown in COT rating shown in COT rating shown in COT rating shown in COT rating shown in COT rating
R! !
teaching strategies sheets/inter-observer sheets/inter-observer sheets/inter-observer sheets/inter-observer sheets/inter-observer
to address the agreement forms agreement forms agreement forms agreement forms agreement forms OR
needs of learners No acceptable
from indigenous evidence was shown
groups

Quality (SET Demonstrated Level 5 Demonstrated Level 4 Demonstrated Level 3 Demonstrated Level 2 Demonstrated Level 1 #ERROR!
#ERRO #ERROR
11. Adapted and SY 2021- B)
Quality as shown inthe
Evaluated the TRFs as shown inprogress
Monitored the TRFs
of as shown inthe
Completed the TRFs as shownfor
Planned in the
the TRFs as shown
No in the TRFs
acceptable #N/A
0 0.000
OR No acceptable
R! !
implemented 2022 adapted/contextualize the adapted/ implementation of the implementation of the evidence was shown
learning programs d learning program as contextualized adapted/ adapted/contextualize evidence was shown
that ensure evidenced by MOV learning program contextualized d existing learning
relevance and No.1 while being learning program as program as evidenced
responsiveness to implemented as evidence by MOV No. by MOV No. 4
the needs of all evidence by MOV No. 3
learners 2
 12. Utilized SY 2021- Quality Implemented a Developed materials Planned for a teaching Analyzed learners' No acceptable #N/A
0 0.000
assessment data to 2022 teaching and learning based on learners' and learning strategy mastered skills based evidence was shown
inform the strategy/program assessment data as and/or program based on the frequency of
modification of using materials based evidenced by a list of on learners' errors and correct
teaching and on learners' identified least/most assessment data as responses as
learning practices assessment data as mastered skills with evidenced by a list of evidenced by a list of
and programs evidenced by a list of supporting MOV No.2 identified least/most identified least/most
identified least/most mastered skills with mastered skills
mastered skills with supporting MOV No.3
supporting MOV No. 1

4. Community
30% Quality 0 0.000
13. Maintained SY 2021- Collaborated with the Planned with the Conducted a Communicated with No acceptable #N/A
Linkages and learning 2022 community community consultative meeting the community evidence was shown
Professional environments that stakeholder in the stakeholders, a with the community stakeholders about a
Engagement & are responsive to implementation/ program, project, stakeholders on a program, project,
Personal Growth community contexts completion of a and/or activity that program, project, and/or activity that
program/project, maintains a learning and/or activity that maintains a learning
and Professional
and/or activity that environment maintains a learning environment
Development maintains a learning responsive to the environment responsive to the
environment community contexts responsive to the community contexts
responsive to the as evidenced y MOV community contexts as evidenced by MOV
community contexts No.2 as evidenced by MOV No. 4
as evidenced by MOV 3
No.1
14. Reviewed SY 2021- Quality Exhibited an improved Exhibited an improved Reviewed personal Prticipated in the No acceptable #N/A
0 0.000
regularly personal 2022 practice through one's practice through a teaching practices review of personal evidence was shown
teaching practice teaching as impact of teaching material as using laws and teaching practices
using existing laws regularly reviewing impact of regularly regulations that apply using laws and
and regulations that one's teaching reviewing one's to the profession and regulations that apply
apply to the practice/s using laws teaching practice/s the responsibilities in to the profession and
teaching profession and regulations that using laws and the Code of Ethics for the responsibilities in
and the apply to the regulations that apply Professional Teachers the Code of Ethics for
responsibilities profession and the to the profession and in 4 quarters with Professional Teachers
specified in the responsibilities in the the responsibilities in reflection outputs as in 4 quarters as
Code of Ethics for Code of Ethics for the Code of Ethics for evidenced by MOV evidenced by MOV
Professional Professional Teachers Professional Teachers No.3 No.4
Teachers as evidenced by MOV as evidenced by MOV
No.1 No.2
15. Complied with SY 2021-
and implemented 2022
school policies and
procedures
consistently to
foster harmonious
relationships with
learners, parents
and other
stakeholders
16. Applied a SY 2021-
personal 2022
philosophy of
teaching that is
learner-centered
Quality Sustained Discussed with Communicated with Implemented school No acceptable #N/A
0 0.000
engagement with the learners, learners, policies and evidence was shown
learners, parents/guardians, parents/guardians, procedures without
parents/guardians and and other and other communicating and
other stakeholders stakeholders the stakeholders the consulting the
regarding school implemented school implemented school learners,
policies and policies and policies and parents/guardians and
procedures through procedures as procedures as other stakeholders
school-community evidenced by MOV evidenced by MOV
partnership/s as No.2 No.3
evidenced by MOV
No.1
Quality Applied learner- Applied learner- Applied learner- Application of learner- No acceptable #N/A
0 0.000
centered teaching centered teaching centered teaching centered teaching evidence was shown
philosophy in the philosophy in the philosophy in the philosophy is reflected
lesson plan in all the lesson plan in two lesson plan in one but was poorly used
components of components of component of as basis for
instruction in the instruction in the instruction in the planning/designing the
lesson plan to improve lesson plan to improve lesson plan to improve lesson
student learning student learning student learning
17. Adopted SY 2021- Quality Exhibited dignity of Exhibited dignity of Adopted practices that Adopted a practice No acceptable #N/A
0 0.000
practices that 2022 teaching as a teaching as a uphold the dignity of that uphold the dignity evidence was shown
uphold the dignity profession by profession by teaching as a of teaching as a
of teaching as a exhibiting qualities exhibiting qualities profession by profession by
profession by such as caring such as caring exhibiting qualities exhibiting qualities
exhibiting qualities attitude, respect and attitude, respect and such as caring such as caring
such as caring integrity with integrity with attitude, respect and attitude, respect and
attitude, respect affirmation from affirmation from any dignity as evidenced dignity as evidenced
and integrity. different school school stakeholder as by at least 2 MOV by one MOV No.2
stakeholders as evidenced by one No.2
evidenced by at least MOV No.1
two MOV No.1

18. Set SY 2021- Quality Updated professional Discussed progress Set professional Accomplished the e- No acceptable #N/A
0 0.000
professional 2022 development goals on professional development goals SAT at the beginning evidence was shown
devleopment goals during Phase II of the development goals based on e-SAT of the school year as
based on the RPMS Cycle as with the rater during results as evidenced evidenced by MOV
Philippine evidenced by MOV the Mid-year Review by MOV No.3 No.4
Professional No.1 as evidenced by MOV
Standars for No.2
Teachers
 10% Quality 0 0.000
5. Plus Factor 19. Performed SY 2021- Performed at least 1 Performed at least 1 Performed at least 1 Performed at least 1 No acceptable #N/A
various related 2022 related work/activity related work/activity related work/activity related work/activity evidence was shown
works/activities that that contribute to the that contribute to the that contribute to the that contributed to the
contribute to the teaching-lerning teaching-lerning teaching-lerning teaching-learning
teaching-learning process beyond the process within the process within the process within the
process school/Community school/Community learning class as evidenced by
Learning Center Learning Center area/department as submitted MOV
(CLC) as evidenced (CLC) as evidenced evidenced by
by submitted MOV by submitted MOV submitted MOV

#ERROR
RATING FOR OVERALL ACCOMPLISHMENTS #ERROR!
!
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

0 0 0
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 goals and
2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the organization.
values congruent to that of the organization.

3. Displays emotional maturity and enthusiasm for and is challenged by higher goals. 3. Applies negotiation principles in arriving at win-win agreements.

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 goals and
5. Sets high quality, challenging, realistic goals for self and others.
objectives.
Professionalism and Ethics Service Orientation
1. Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards for Public
1. Can explain and articulate organizational directions, issues and problems.
Officials and Employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking into account the impact of his/her actions and
2. Takes personal responsibility for dealing with and/or correcting customer service issues and concerns.
decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good grooming and
3. Initiates activities that promote advocacy for men and women empowerment.
communication.

4. Makes personal sacrifices to meet the organization’s needs. 4. Participates in updating office vision, mission, mandates and strategies based on DepEd strategies and directions.

5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve system and help others 5. Develops and adopts service improvement program through simplified procedures that will further enhance service
improve their effectiveness. delivery.
Results Focus Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes and suggests
1. Achieves results with optimal use of time and resources most of the time.
better ways to do things (cost and/or operational efficiency).
2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs before 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal productivity to create
personal needs. 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 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
no supervision required.

4. Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new or more
4. Translates creative thinking into tangible changes and solutions that improve the work unit and organization.
precise ways of meeting goals set.

5. Makes specific changes in the system or in own work methods to improve performance. Examples may include
5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability to succeed
doing something better, faster, at a lower cost, more efficiently, or improving quality, customer satisfaction, morale,
with minimal resources.
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 REVIEW FORM (IPCRF) SUMMARY SHEET
Teacher I-III (Proficient Teacher)

Name of Employee: 0 Name of Rater: 0

Position: 0 Position: 0
Bureau/Center/Service/Division: 0 Date of Review: December 30, 1899
Rating Period: SY 2021-2022 (August 2021-July 2022)

Weight per Numerical Ratings

KRA Weight per KRA Objectives Score
Objective Q E T Ave
Objective 1 5% #ERROR! #ERROR! #ERROR!
Objective 2 5% 0 0.000 0.000
KRA 1 20%
Objective 3 5% #ERROR! #ERROR! #ERROR!
Objective 4 5% #ERROR! #ERROR! #ERROR!
Objective 5 5% #ERROR! #ERROR! #ERROR!
Objective 6 5% #ERROR! #ERROR! #ERROR!
KRA 2 20%
Objective 7 5% 0.000 0.000
Objective 8 5% 0.000 0.000
Objective 9 5% 0.000 0.000
Objective 10 5% 0.000 0.000
KRA 3 20%
Objective 11 5% 0 0.000 0.000
Objective 12 5% 0 0.000 0.000
Objective 13 5% 0 0.000 0.000
Objective 14 5% 0 0.000 0.000
Objective 15 5% 0 0.000 0.000
KRA 4 30%
Objective 16 5% 0 0.000 0.000
Objective 17 5% 0 0.000 0.000
Objective 18 5% 0 0.000 0.000
KRA 5 10% Objective 19 10% 0 0.000 0.000
Final Rating #ERROR!
Adjectival Rating #ERROR!
 0 0 0
Ratee Rater Approving Authority
 FOR OBJ 7-10, Manually type in the
colored cells the QUALITY ratings from
the SET (A or B) used (see IPCRF-Part
1). Then unfill the cell color.
 PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies

B. Core Behavioral Competencies

Feedback:
____________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________

0 0 0
RATEE RATER APPROVING AUTHORITY
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) ENCODING SHEET
Master Teacher I-IV (Highly Proficient Teacher)

Name of Employee: Name of Rater:

Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period: SY 2021-2022 (August 2021-July 2022)

COT/Supp COT/Supp Material/TRF

Weight per COT Indicator No. Material/TRF 1 2 Numerical Rating
KRA Weight per KRA Objectives
Objective (Set)
COT RPMS 5-pt COT RPMS 5-pt
Rating Scale Rating Scale Q E
Objective 1 5% 1 0 0 #ERROR!
Objective 2 5% #ERROR!
KRA 1 20%
Objective 3 5% 2 0 0 #ERROR!
Objective 4 5% 3 0 0 #ERROR!
Objective 5 5% 4 0 0 #ERROR!
Objective 6 5% 5 0 0 #ERROR!
KRA 2 20%
Objective 7 5% #ERROR!
Objective 8 5% #ERROR!
SET A (COT) 0 0 #ERROR!
Objective 9 5% 6
SET B (TRF) #ERROR!
SET A (COT) 0 0 #ERROR!
KRA 3 20% Objective 10 5% 7
SET B (TRF) #ERROR!
Objective 11 5%
Objective 12 5%
Objective 13 5%
Objective 14 5%
Objective 15 5%
KRA 4 30%
Objective 16 5%
Objective 17 5%
KRA 4 30%

Objective 18 5%
KRA 5 10% Objective 19 10%
Final Rating
Adjectival Rating

0 0
Ratee Rater
SHEET

Numerical Ratings Score FOR OBJ 9-10:

Accomplish ONLY
T Ave
0 0
the white
#ERROR!
cells on
#ERROR! #ERROR!
#ERROR! #ERROR! 0 0 the SET (A or B)
#ERROR!
#ERROR! #ERROR! 0 0 that#ERROR!
you used.
#ERROR! #ERROR! 0 0 Leave the other
#ERROR!
#ERROR! #ERROR! 0 0 SET #ERROR!
blank. Delete
#ERROR! #ERROR! 0 0 #ERROR!
content of
#ERROR! #ERROR! 0 0 #ERROR!
0 0
Column K (Quality
#ERROR!
#ERROR! #ERROR!
#ERROR! #ERROR! 0 0 Rating), Column N
#ERROR!
#ERROR! #ERROR! 0 0 (Ave) and Column
#ERROR!
#ERROR! #ERROR! 0 0 O (Score)
#ERROR!
#ERROR! #ERROR! 0 0 corresponding
#ERROR! to
0.000 0.000 the Set that YOU
0.000 0.000
0.000 0.000 DID NOT USE.
0.000 0.000 FINAL &
0.000 0.000 ADJECTIVAL
0.000 0.000 RATINGS will
0.000 0.000 appear if you
correctly followed
these instructions.
 FINAL &
ADJECTIVAL
RATINGS will
appear if you
0.000 0.000
0.000 0.000 correctly followed
#ERROR! these instructions.
#ERROR!

Approving Authority
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR MASTER TEACHERS I-IV
Name of Employee: 0 Name of Rater: 0
Position: 0 Position: 0
Bureau/Center/Service/Division: 0 Date of Review: December 30, 1899
Rating Period: SY 2021-2022 (August 2021-July 2022)

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

PERFORMANCE INDICATORS
WEIGHT Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor ACTUAL Rating
MFO KRAS OBJECTIVES TIMELINE QET SCORE
PER KRA RESULTS (Quality)
5 4 3 2 1
1. Content
20% Quality #ERROR!
1. Modelled SY 2021- Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #ERRO #ERROR
Knowledge and effective 2022 Objective 1 as shown Objective 1 as shown Objective 1 as shown Objective 1 as shown Objective 1 as shown
applications of in the COT rating in the COT rating in the COT rating in the COT rating in the COT rating
R! !
Pedagogy
content knowledge sheets sheets sheets sheets sheets OR No
within and across acceptable evidence
curriculum teaching was shown.
areas.
Basic Education Services

2. Evaluated with SY 2021- Quality Modelled and evaluated Modelled and evaluated Modelled and evaluated Modelled and evaluated No acceptable #ERROR!
#ERRO #ERROR
colleagues the 2022 with colleagues effective with colleagues effective with colleagues effective with colleagues effective evidence was shown
effectiveness of strategies that reflect strategies that reflect strategies that reflect strategy/ies that reflect/s R! !
teaching strategies adjustments or integration of well- consistent application of application of relevant
teaching practices that
modifications in teaching connected teaching relevant teaching
that promote promote critical literacy
practices to enhance practices that promote practices that promote and/or critical numeracy
learner critical literacy and/or critical literacy and/or critical literacy and/or skills in some aspects of
achievement in critical numeracy skills critical numeracy skills critical numeracy skills the lesson as evidenced by
literacy and as evidenced by the as evidenced by the in all aspects of the the submitted learning
numeracy submitted learning submitted learning lesson as evidenced by material
material material the submitted learning
material
 3. Modelled and SY 2021- Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #ERROR!
#ERRO #ERROR
supported colleagues 2022 Objective 3 as shown Objective 3 as shown Objective 3 as shown Objective 3 as shown Objective 3 as shown
in the proficient use in the COT rating in the COT rating in the COT rating in the COT rating in the COT rating
R! !
of Mother Tongue, sheets sheets sheets sheets sheets OR No
Filipino and English
acceptable evidence
to improve teaching
and learning, as well
was shown.
as to develop
learners’ pride of their
language, heritage
and culture.

4. Displayed a wide SY 2021- Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #ERROR!
#ERRO #ERROR
range of effective 2022 Objective Level
4 as shown Objective Level
4 as shown Objective Level
4 as shown Objective Level
4 as shown Objective Level
4 as shown
2. Learning 5. Exhibited SY 2021-
20% Quality Modelled 8 in Modelled 7 in Modelled 6 in Modelled 5 in Modelled 4 in #ERRO
R! #ERROR
#ERROR!
verbal andstrategies
non-verbal 2022 in the COT5 rating in the COT5 rating in the COT5 rating in the COT5 rating in the COT5 rating
!
Environment effective Objective as shown Objective as shown Objective as shown Objective as shown Objective as shown
classroom
that ensure safe sheets
in the COT rating sheets
in the COT rating sheets
in the COT rating sheets
in the COT rating sheets
in OR No
the COT rating
R! !
communicatio n
and secure learning sheets sheets sheets sheets acceptable
sheets evidence
OR No
strategies to support
environments
learner to was shown.evidence
acceptable
enhance learning
understanding, was shown.
through the
participation,
consistent
engagement and
implementation of
achievement
policies, guidelines
and procedures

6. Exhibited SY 2021- Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #ERROR!
#ERRO #ERROR
effective practices 2022 Objective 6 as shown Objective 6 as shown Objective 6 as shown Objective 6 as shown Objective 6 as shown
to foster learning in the COT rating in the COT rating in the COT rating in the COT rating in the COT rating
R! !
environments that sheets sheets sheets sheets sheets OR No
promote fairness, acceptable evidence
respect and care to was shown.
encourage learning
7. Worked with SY 2021- Quality Modelled varying Modelled varying Modelled effective Modelled an effective No acceptable #ERROR!
#ERRO #ERROR
colleagues to share 2022 strategies that sustain strategies that sustain strategies that strategy that promote evidence was shown
successful a supportive learning a supporting learning promote a supportive a supportive learning
R! !
strategies that environment for environment and learning environment environment and
sustain supportive learners to recognize feature all elements of and engage learners engage learners to
learning each other’s learning collaborative learning to participate, participate, cooperate,
environments that strengths and value as shown in the cooperate, and/or and/or collaborate in
nurture and inspire the contribution of submitted learning collaborate in class discussions as
learners to others as evidenced material continued learning as shown in the
participate, by the submitted shown in the submitted learning
cooperate and learning material submitted learning materials
collaborate in materials
continued learning
 8. Modelled SY 2021- Quality Modelled and Modelled and Modelled and Modelled and No acceptable #ERROR!
#ERRO #ERROR
successful 2022 discussed with discussed with discussed with discussed with evidence was shown
strategies and colleagues effective colleagues consistent colleagues varied colleagues a teaching
R! !
supported strategies that reflect application of teaching teaching practices that practice that
colleagues in modifications in practices that successfully motivate successfully motivate
promoting learning teaching practices to successfully motivate learners to work learners to work
environments that sustain learner learners to monitor productively by productively by
effectively motivate motivation in and evaluate their assuming assuming
learners to work monitoring and own learning as responsibility for their responsibility for their
productively by evaluating their own shown in the own learning as own learning as
assuming learning as shown in submitted learning shown in the shown in the
responsibility for the submitted learning material submitted learning submitted learning
their own learning material material material

3. Diversity of 9. Assisted SY 2021-

20% Quality (SET Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #ERRO #ERROR
#ERROR!
Learners, Curriculum colleagues to 2022 A) (SET Demonstrated
Objective 9 as Level
shown5 Objective 9 as Level
shown4 Objective 9 as Level
shown3 Objective 9 as Level
shown2 Objective 9 as Level
shown1 #ERRO
R! #ERROR
Quality Demonstrated Demonstrated Demonstrated Demonstrated #ERROR!
and Planning & design, adapt and in the COTinrating in the COTinrating in the COTinrating in the COTinrating in the COTinrating
!
B) as shown the TRFs as shown the TRFs as shown the TRFs as shown the TRFs as shown the TRFs
Assessment and implement teaching sheets sheets sheets sheets sheets
OR No OR No
acceptable
R! !
Reporting strategies that are acceptablewas
evidence evidence
shown
responsive to was shown.
learners with
disabilities,
giftedness and
talents
 #ERROR!
10. Developed and SY 2021- Quality (SET Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #ERRO #ERROR
applied teaching 2022 A) Objective 10 as Objective 10 as Objective 10 as Objective 10 as Objective 10 as
strategies to shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
R! !
address effectively rating sheets rating sheets rating sheets rating sheets rating sheets OR No
the needs of acceptable evidence
learners from was shown.
indigenous groups

Quality (SET Demonstrated Level 5 Demonstrated Level 4 Demonstrated Level 3 Demonstrated Level 2 Demonstrated Level 1 #ERROR!
#ERRO #ERROR
11. Worked SY 2021- B)
Quality as shownwith
Worked in the TRFs as shownwith
Worked in the TRFs as shownwith
Worked in the TRFs as shown inthethedesign
Evaluated TRFs as shown
No in the TRFs
acceptable #N/A
0 0.000
OR No acceptable
R! !
collaboratively with 2022 colleagues in colleagues in listing colleagues in of learning programs evidence was shown
colleagues to redesigning learning detailed evaluating the design that develop the evidence was shown
evaluate the design programs based on recommendations on of learning programs knowledge and skills
of learning the list of improving the design that develop the of learners at different
programs that recommendations as of learning programs knowledge and skills ability levels without
develop the evidenced by MOV based on the results of learners at different the help of colleagues
knowledge and No. 1 of evaluation as ability levels as as evidenced by MOV
skills of learners at evidenced by MOV evidenced by MOV No. 4
different ability No. 2 No. 3
levels
 12. Worked SY 2021- Quality Evaluated activities Implemented activities Explored interventions Planned activities with No acceptable #N/A
0 0.000
collaboratively with 2022 with colleagues by with colleagues to with colleagues to colleagues to address evidence was shown
colleagues to looking for key address the use of address utilization of the use of assessment
analyze and utilize success indicators (p. assessment data to assessment data data to modify
assessment data to 14, DO 35, s. 2016) modify practices which could be in the practices and/or
modify practices as evidenced by the and/or programs as form of learning programs as
and programs to submitted MOV evidenced by the materials, instructional evidenced by the
further support submitted MOV materials, equipment, submitted MOV
learner progress strategies in teaching,
and achievement modality in teaching,
program, etc. (p. 9,
DO 35, s. 2016) as
evidenced by the
submitted MOV

4. Community
30% Quality 0 0.000
13. Reflected on SY 2021- Synthesized the Consulted Conducted FGD with Conducted a survey to No acceptable #N/A
Linkages and and evaluated 2022 evaluations from the parents, guardians, teachers on programs, gather feedback on evidence was shown
Professional learning wider school and/or other external projects, and/or programs, projects,
Engagement & environments that community of the stakeholders on activities that maintain and/or activities that
Personal Growth are responsive to programs, projects, programs, projects, the learning are responsive to
community contexts and/or activities that and/or activities that environments community contexts
and Professional
maintain the learning maintain the learning responsive to as evidenced by MOV
Development environment environments community context to No. 4
responsive to responsive to reflect on and
community context as community context to evaluate them as
evidenced by MOV reflect on and evidenced by MOV
No. 1 evaluate them as No. 3
evidenced by MOV
No. 2
14. Discussed with SY 2021-
colleagues teaching 2022
and learning
practices that apply
existing codes,
laws and
regulations that
apply to the
teaching
profession, and the
responsibilities
specified in the
Code of Ethics for
Professional
Teachers
Quality Discussed with Discussed with Discussed with Planned for a No acceptable #N/A
0 0.000
colleagues teaching colleagues teaching colleagues teaching discussion of teaching evidence was shown
and learning practices and learning practices and learning practices and learning practices
that adhere to laws, that adhere to laws, that adhere to laws, that adhere to laws,
regulations, and regulations, and regulations, and regulations, and
responsibilities responsibilities responsibilities responsibilities
specified in the Code specified in the Code specified in the Code specified in the Code
of Ethics for of Ethics for of Ethics for of Ethics for
Professional Teachers Professional Teachers Professional Teachers Professional Teachers
and reviewed the and reviewed the as evidenced by MOV as evidenced by MOV
annotated evidence of personal reflection No. 3 No. 4
practice of colleagues notes of colleagues as
as evidenced by MOV evidenced by MOV
No. 1 No. 2
15. Exhibited SY 2021-
commitment to and 2022
supported teachers
in the
implementation of
school policies and
procedures to
foster harmonious
relationships with
learners, parents
and other
stakeholders
16. Manifested a SY 2021-
learner- centered 2022
teaching philosophy
in various aspects
of practice and
support colleagues
in enhancing their
own learner-
centered teaching
philosophy
Quality Evaluated with Conducted Discussed with Implemented No acceptable #N/A
0 0.000
teachers the discussions with teachers certain school policies and evidence was shown
implementation of teachers on the school policies and procedures as
certain school policies progress of procedures for evidenced by MOV
and procedures as implementation of uniform No. 4
evidenced by MOV certain school policies implementation as
No. 1 and procedures as evidenced by MOV
evidenced by MOV No. 3
No. 2
Quality Evaluated Implemented Planned for an activity Demonstrated a No acceptable #N/A
0 0.000
lesson plans of plan for an activity to to support colleagues learner-centered evidence was shown
colleagues to enhance support colleagues in in enhancing their own teaching philosophy in
their own learner- enhancing their own learner- centered one aspect of practice
centered teaching learner- centered teaching practice as (i.e., lesson planning)
practice as evidenced teaching practice as evidenced by MOV as evidenced by MOV
by MOV No. 1 evidenced by MOV No. 3 No. 4
No. 2
17. Identified and SY 2021-
utilized personal 2022
professional
strengths to uphold
the dignity of
teaching as a
profession to help
build a positive
teaching and
learning culture
within the school
Quality Identified and utilized Identified and utilized Identified and utilized Identified personal No acceptable #N/A
0 0.000
personal professional personal professional personal professional professional strengths evidence was shown
strengths to uphold strengths to uphold strengths to uphold that uphold the dignity
the dignity of teaching the dignity of teaching the dignity of teaching of teaching as a
as a profession to as a profession to as a profession to profession as
help build a positive help build a positive help build a positive evidenced by MOV
teaching and learning teaching and learning teaching and learning No. 4
culture within the culture within the culture within the
school by inspiring school by initiating school in responding
unity in responding to activities to avoid to an issue or a
potential threats and potential threats and challenging situation
risks to the school risks to the school as evidenced by MOV
community as community as No. 3
evidenced by MOV evidenced by MOV
No. 1 No. 2

18. Reflected on SY 2021- Quality Updated professional Conducted Planned for Accomplished the e- No acceptable #N/A
0 0.000
the Philippine 2022 development goals mid-year review with professional SAT at the beginning evidence was shown
Professional during Phase II of the colleagues as development based of the school year as
Standards for RPMS Cycle as evidenced by MOV on e- SAT results as evidenced by MOV
Teachers to plan evidenced by MOV No. 2 or 3 evidenced by MOV No.5
personal No.1 No. 4
professional
development goals
and assist
colleagues in
planning and
achieving their own
goals
 10% Quality 0 0.000
5. Plus Factor 19. Performed SY 2021- Performed at least 1 Performed at least 1 Performed at least 1 Performed at least 1 No acceptable #N/A
various related 2022 related work/activity related work/activity related work/activity related work/activity evidence was shown
works/activities that that contribute to the that contribute to the that contribute to the that contributed to the
contribute to the teaching-lerning teaching-lerning teaching-lerning teaching-learning
teaching-learning process beyond the process within the process within the process within the
process school/Community school/Community learning class as evidenced by
Learning Center Learning Center area/department as submitted MOV
(CLC) as evidenced (CLC) as evidenced evidenced by
by submitted MOV by submitted MOV submitted MOV

#ERROR
RATING FOR OVERALL ACCOMPLISHMENTS #ERROR!
!
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

0 0 0
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 goals and
2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the organization.
values congruent to that of the organization.

3. Displays emotional maturity and enthusiasm for and is challenged by higher goals. 3. Applies negotiation principles in arriving at win-win agreements.

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 goals and
5. Sets high quality, challenging, realistic goals for self and others.
objectives.
Professionalism and Ethics Service Orientation
1. Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards for Public
1. Can explain and articulate organizational directions, issues and problems.
Officials and Employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking into account the impact of his/her actions and
2. Takes personal responsibility for dealing with and/or correcting customer service issues and concerns.
decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good grooming and
3. Initiates activities that promote advocacy for men and women empowerment.
communication.

4. Makes personal sacrifices to meet the organization’s needs. 4. Participates in updating office vision, mission, mandates and strategies based on DepEd strategies and directions.

5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve system and help others 5. Develops and adopts service improvement program through simplified procedures that will further enhance service
improve their effectiveness. delivery.
Results Focus Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes and suggests
1. Achieves results with optimal use of time and resources most of the time.
better ways to do things (cost and/or operational efficiency).
2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs before 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal productivity to create
personal needs. 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 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
no supervision required.

4. Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new or more
4. Translates creative thinking into tangible changes and solutions that improve the work unit and organization.
precise ways of meeting goals set.

5. Makes specific changes in the system or in own work methods to improve performance. Examples may include
5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability to succeed
doing something better, faster, at a lower cost, more efficiently, or improving quality, customer satisfaction, morale,
with minimal resources.
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 REVIEW FORM (IPCRF) SUMMARY SHEET
Master Teacher I-IV (Highly Proficient Teacher)

Name of Employee: 0 Name of Rater: 0

Position: 0 Position: 0
Bureau/Center/Service/Division: 0 Date of Review: December 30, 1899
Rating Period: SY 2021-2022 (August 2021-July 2022)

Weight per Numerical Ratings

KRA Weight per KRA Objectives Score
Objective Q E T Ave
Objective 1 5% #ERROR! #ERROR! #ERROR!
Objective 2 5% #ERROR! #ERROR! #ERROR!
KRA 1 20%
Objective 3 5% #ERROR! #ERROR! #ERROR!
Objective 4 5% #ERROR! #ERROR! #ERROR!
Objective 5 5% #ERROR! #ERROR! #ERROR!
Objective 6 5% #ERROR! #ERROR! #ERROR!
KRA 2 20%
Objective 7 5% #ERROR! #ERROR! #ERROR!
Objective 8 5% #ERROR! #ERROR! #ERROR!
Objective 9 5% 0.000 0.000
Objective 10 5% 0.000 0.000
KRA 3 20%
Objective 11 5% 0 0.000 0.000
Objective 12 5% 0 0.000 0.000
Objective 13 5% 0 0.000 0.000
Objective 14 5% 0 0.000 0.000
Objective 15 5% 0 0.000 0.000
KRA 4 30%
Objective 16 5% 0 0.000 0.000
Objective 17 5% 0 0.000 0.000
Objective 18 5% 0 0.000 0.000
KRA 5 10% Objective 19 10% 0 0.000 0.000
Final Rating #ERROR!
Adjectival Rating #ERROR!
 0 0 0
Ratee Rater Approving Authority
FOR OBJ 9-10, Manually type in the colored cells the QUALITY ratings from the
SET (A or B) used (see IPCRF-Part 1). Then unfill the cell color.
 PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies

B. Core Behavioral Competencies

Feedback:
____________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________

0 0 0
RATEE RATER APPROVING AUTHORITY