INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Master Teacher I-IV, SPET V, SPECIAL SCIENCE TEACHER

III-V
Name of Employee: Name of Rater: JULIET A. DELA CERNA
Position: Master Teacher I Position: Principal I
Bureau/Center/Service/Division: TANKE ELEMENTARY SCHOOL - Talisay City Date of Review:
Rating Period: SY 2022-2023

TO BE FILLED OUT DURING TARGET

TO BE FILLED OUT DURING PLANNING
SETTING ACTIVITY
Performance Indicators
Weight
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Target MOVs
per KRA QET My Actual Target
5 4 3 2 1
1. Content 1. Modelled effective SY 2022 - 5.00% Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in Classroom Observation
Objective 1 as shown in Objective 1 as shown in Objective 1 as shown in Objective 1 as shown in Objective 1 as shown in Tool (COT) rating sheet
Knowledge and applications of content 2023 from observation of
COT rating sheets COT rating sheets COT rating sheets COT rating sheets COT rating sheets or
Pedagogy knowledge within and Acceptable evidence
demonstartion teaching
via LAC with proof of
across curriculum teaching shown attendance with
areas colleagues- An
observation of a
demonstration teaching
via LAC with proof of
attendance of colleague/s

Any supplementary material (in

2. Evaluated with SY 2022 - 5.00% Quality Modelled and evaluated
with colleagues effective
colleagues the 2023
strategies that reflect
effectiveness of teaching adjustments or
strategies that promote modifications in teaching
learner achievement in practices to enhance
critical literacy and/or
literacy and numeracy
critical numeracy skills as
evidenced by the
submitted learning
material
Modelled and evaluated
with colleagues effective
strategies that reflect
integration of well-
connected teaching
practices that promote
critical literacy and/or
critical numeracy skills as
evidenced by the
submitted learning
material
Modelled and evaluated
with colleagues effective
strategies that reflect
consistent application of
relevant teaching practices
that promote critical literacy
and/or critical numeracy
skills in all aspects of the
lesson as evidenced by the
submitted learning material
Modelled and evaluated No acceptable
print / digital format) made by
with colleagues effective evidence was shown
the ratee* and used in the
strategy/ies that reflect/s lesson delivery that highlights
application of relevant teaching strategies that
teaching practices that
promote learner achievement
in literacy and numeracy
promote critical literacy * Activity Sheets
and/or critical numeracy *One lesson from Self
Learning Modules (SLM)
skills in some aspects of *Lesson
the lesson as evidenced plan
by the submitted learning *video lesson *
audio lesson with
material minutes of Focus Group
Discussions (FGD) with fellow
mentors or minutes of
coaching and mentoring of
teachers that showedd
evaluated teaching strategies
that prromote learner
achievement in literacy and
numerracy
 3. Modelled and supported SY 2022 -
colleagues in the proficient 2023
use of Mother Tongue,
Filipino and English to
improve teaching and
learning, as well as to
develop learners’ pride of
their language, heritage
and culture.
4. Displayed a wide range
of effective verbal and non-
verbal classroom
communication strategies
to support learner
understanding,
participation, engagement
and achievement
2. Learning 5. Exhibited effective SY 2022 -
Environment and strategies that ensure safe
Diversity of and secure learning
Learners environments to enhance
learning through the
consistent implementation
of policies, guidelines and
procedures
6. Exhibited effective SY 2022 -
practices to foster learning
environments that promote
fairness, respect and care
to encourage learning
5.00% Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in Classroom
Objective 3 as shown in Objective 3 as shown in Objective 3 as shown in Objective 3 as shown in Objective 3 as shown in Observation Tool
COT rating sheets COT rating sheets COT rating sheets COT rating sheets COT rating sheets or (COT) rating sheet
No acceptable from observation of
evidence was shown demonstartion teaching
via LAC with proof of
attendance with
colleagues
5% Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in Classroom
Objective 4 as shown in Objective 4 as shown in Objective 4 as shown in Objective 4 as shown in Objective 4 as shown in Observation Tool
COT rating sheets COT rating sheets COT rating sheets COT rating sheets COT rating sheets or (COT) rating sheet
No acceptable from observation of
evidence was shown demonstartion teaching
via LAC with proof of
attendance with
colleagues
5.00% Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in Classroom
Objective 5 as shown in Objective 5 as shown in Objective 5 as shown in Objective 5 as shown in Objective 5 as shown in Observation Tool
2023 COT rating sheets COT rating sheets COT rating sheets COT rating sheets COT rating sheets or (COT) rating sheet
No acceptable from observation of
evidence was shown demonstartion teaching
via LAC with proof of
attendance with
colleagues
5.00% Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in Classroom
Objective as shown in Objective 6 as shown in Objective 6 as shown in Objective 6 as shown in Objective 6 as shown in Observation Tool
2023
COT rating sheets COT rating sheets COT rating sheets COT rating sheets COT rating sheets or (COT) rating sheet
No acceptable from observation of
evidence was shown demonstartion teaching
via LAC with proof of
attendance with
colleagues
7. Worked with colleagues
to share successful
strategies that sustain
supportive learning
environments that nurture
and inspire learners to
participate, cooperate and
5.00% Quality Modelled varying Modelled varying Modelled effective Modelled an effective No acceptable Any supplementary material (in
print / digital format) made by
strategies that sustain a strategies that sustain a strategies that promote a strategy that promote a evidence was shown
the ratee* and used in the
supportive learning supporting learning supportive learning supportive learning lesson delivery that highlights
environment for learners environment and feature environment and engage environment and engage successful strategies that
to recognize each other’s all elements of learners to participate, learners to participate,
sustain supportive learning
environments that nurture and
learning strengths and collaborative learning as cooperate, and/or cooperate, and/or inspire learners to participate,
value the contribution of shown in the submitted collaborate in continued collaborate in class cooperate and collaborate in
continued learning *
others as evidenced by learning material learning as shown in the discussions as shown in
the submitted learning submitted learning the submitted learning
Activity Sheets
lesson from Self Learning
*One

collaborate in continued material materials materials Modules (SLM)

*Lesson plan *video
learning lesson *audio lesson
with minutes of Focus
Group Discussions (FGD) with
fellow mentors or minutes of
coaching and mentoring of
SY 2022 - teachers that show sharing of
2023 strategies for increased
learners participation,
cooperation and collaboration.

Any supplementary material (in

8. Modelled successful
strategies and supported
colleagues in promoting
learning environments that
effectively motivate
learners to work
productively by assuming
5.00% Quality Modelled and discussed Modelled and discussed Modelled and discussed Modelled and discussed No acceptable
print / digital format) made by
with colleagues effective with colleagues with colleagues varied with colleagues a evidence was shown
strategies that reflect consistent application of teaching practices that teaching practice that
the ratee* and used in the
lesson delivery that highlights
modifications in teaching teaching practices that successfully motivate successfully motivate successful strategies in
promoting learning
practices to sustain successfully motivate learners to work learners to work environments that effectively
learner motivation in learners to monitor and productively by assuming productively by assuming motivate learners to work
monitoring and evaluating evaluate their own responsibility for their own responsibility for their productively by assuming
responsibility for their own
their own learning as learning as shown in the learning as shown in the own learning as shown in
shown in the submitted submitted learning submitted learning material the submitted learning
learning
Activity Sheets
*

responsibility for their own learning material material material *One lesson from Self
Learning Modules (SLM)
learning *Lesson plan
*video lesson
*audio lesson with
minutes of Focus Group
Discussions (FGD) with fellow
mentors or minutes of
coaching and mentoring of
teachers that details support
given to them in motivating
learners to work productively
byy assuming their own
learning

5.00% Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in
Objective 9 as shown in Objective 9 as shown in Objective 9 as shown in Objective 9 as shown in Objective 9 as shown in
COT rating sheets COT rating sheets COT rating sheets COT rating sheets COT rating sheets
or No acceptable
evidence was shown

9. Assisted colleagues to
design, adapt and
implement teaching
SY 2022 -
strategies that are
2023

9. Assisted colleagues to
design, adapt and
implement teaching
SY 2022 -
strategies that are
responsive to learners with
disabilities, giftedness and
talents
10. Developed and applied
teaching strategies to
SY 2022 -
address effectively the
2023
needs of learners from
indigenous groups
Basic
Education
3. Diversity of
Services
Learners,
Curriculum and
Planning, &
Assessment and
Reporting
11. Worked collaboratively SY 2022 -
with colleagues to evaluate
the design of learning
programs that develop the
knowledge and skills of
learners at different ability
levels
5.00%
Quality Demonstrated Level 5 as Demonstrated Level 4 as Demonstrated Level 3 as Demonstrated Level 2 as Demonstrated Level 1 Teacher Reflection
shown in the TRFs shown in the TRFs shown in the TRFs shown in the TRFs as shown in the TRFs Form (TRF) on
or No acceptable assisting colleagues in
evidence was shown designing, adapting,
and/or implementing
teaching strategies that
are responsive to
learners with
2023
disabilities, giftedness
and talents and a
certification from the
school head that the
ratee’s classes have
no identified learner/s
with disabilities,
giftedness and/or
talents
5.00% Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in
Objective 10 as shown in Objective 10 as shown in Objective 10 as shown in Objective 10 as shown in Objective 10 as shown
COT rating sheets COT rating sheets COT rating sheets COT rating sheets in COT rating sheets or
No acceptable
evidence was shown
Quality Demonstrated Level 5 as Demonstrated Level 4 as Demonstrated Level 3 as Demonstrated Level 2 as Demonstrated Level 1 Teacher Reflection
shown in the TRFs shown in the TRFs shown in the TRFs shown in the TRFs as shown in the TRFs Form (TRF) on
or No acceptable developing and
evidence was shown applying teaching
strategies to address
effectively the needs of
learners from
indigenous groups and
a certification from the
school head that the
ratee’s classes have
no identified learner/s
from indigenous
groups
5.00% Quality Worked with colleagues Worked with colleagues Worked with colleagues in Evaluated the design of No acceptable Synthesis of the
in redesigning learning in listing detailed evaluating the design of learning programs that evidence was shown evaluation of the
2023 programs based on the recommendations on learning programs that develop the knowledge learning programs
list of recommendations improving the design of develop the knowledge and and skills of learners at
as evidenced by MOV learning programs based skills of learners at different different ability levels
No. 1 on the results of ability levels as evidenced without the help of
evaluation as evidenced by MOV No. 3 colleagues as evidenced
by MOV No. by MOV No. 4
 12. Worked collaboratively
with colleagues to analyze
and utilize assessment
data to modify practices
and programs to further
support learner progress
and achievement
4. Community 13. Reflected on and SY 2022 -
Linkages and evaluated learning
Professional environments that are
Engagement & responsive to community
Personal Growth contexts
and Professional
Development
14. Discussed with SY 2021 -
colleagues teaching 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
SY 2022 - 5.00% Quality Evaluated activities with Implemented activities Explored interventions with Planned activities with No acceptable Accomplished LAC plan
anchored with the school LAC
colleagues by looking for with colleagues to colleagues to address colleagues to address the evidence was shown
2023 plan (Annex 1 of DO 35, s.
key success indicators (p. address the use of utilization of assessment use of assessment data 2016) to analyze and utilize
14, DO 35, s. 2016) as assessment data to data which could be in the to modify practices and/or assessment data to modify
evidenced by the modify practices and/or form of learning materials, programs as evidenced
practice and/or program to
further support learner
submitted MOV programs as evidenced instructional materials, by the submitted MOV progress and achievement
by the submitted MOV equipment, strategies in with any 1 used in the
implementation of the LAC
teaching, modality in
teaching, program, etc. (p.
plan minutes of LAC session
on the analysis of assessment
9, DO 35, s. 2016) as data to modify teaching
practices and programs
evidenced by the submitted ● any proof of collaborative
MOV review of learner assessment
data
● lesson plan with
accomplished part VI:
Reflection and Index of
Mastery
o test item analysis
o list of identified least
mastered skills based on
frequency of errors / correct
responses
o intervention / remediation /
enhancement / enrichment
plan
● any proof of collaborative
review of intervention materials
developed for remediation /
enhancement
● accomplishment report of
intervention / remediation /
enhancement / enrichment
activities (e.g., remedial
sessions, Summer Reading
Camp, Phil-IRI-based
program)
● others (Please specify and
provide annotations)
5.00% Quality Synthesized the Consulted parents, Conducted FGD with Conducted a survey to No acceptable Minutes of focus group
evaluations from the guardians, and/or other teachers on programs, gather feedback on evidence was shown discussion (FGD) with
2023
wider school community external stakeholders on projects, and/or activities programs, projects, teachers on a
of the programs, projects, programs, projects, that maintain the learning and/or activities that are program / project /
and/or activities that and/or activities that environments responsive to responsive to community activity that maintains
maintain the learning maintain the learning community context to reflect contexts as evidenced by a learning
environment responsive environments responsive on and evaluate them as MOV No. 4 environment,
to community context as to community context to evidenced by MOV No. 3 highlighting the
evidenced by MOV No. 1 reflect on and evaluate evaluations made, with
them as evidenced by proof of attendance
MOV No. 2
5.00% Quality Discussed with Discussed with Discussed with colleagues Planned for a discussion No acceptable Minutes of LAC
colleagues teaching and colleagues teaching and teaching and learning of teaching and learning evidence was shown sessions / professional
2022
learning practices that learning practices that practices that adhere to practices that adhere to meetings to discuss
adhere to laws, adhere to laws, laws, regulations, and laws, regulations, and the Code of Ethics for
regulations, and regulations, and responsibilities specified in responsibilities specified Professional Teachers
responsibilities specified responsibilities specified the Code of Ethics for in the Code of Ethics for
in the Code of Ethics for in the Code of Ethics for Professional Teachers as Professional Teachers as
Professional Teachers Professional Teachers evidenced by MOV No. 3 evidenced by MOV No. 4
and reviewed the and reviewed the
annotated evidence of personal reflection notes
practice of colleagues as of colleagues as
evidenced by MOV No. 1 evidenced by MOV No. 2
15. Exhibited commitment
to and supported teachers
in the implementation of
school policies and
procedures to foster
harmonious relationships
with learners, parents and
other stakeholders
16. Manifested a learner-
centered teaching
philosophy in various
aspects of practice and
support colleagues in
enhancing their own
learner-centered teaching
philosophy
17. Identified and utilized
personal professional
strengths to uphold the
dignity of teaching as a
profession to help build a
positive teaching and
learning culture within the
school
18. Reflected on the
Philippine Professional
Standards for Teachers to
plan personal professional
development goals and
assist colleagues in
planning and achieving
their own goals
SY 2022 - 5.00% Quality Evaluated with teachers
the implementation of
2023
certain school policies
and procedures as
evidenced by MOV No. 1
SY 2022 - 5.00% Quality Evaluated lesson plans of
colleagues to enhance
2023
their own learner-
centered teaching
practice as evidenced by
MOV No. 1
SY 2022 - 5.00% Quality Identified and utilized
personal professional
2023
strengths to uphold the
dignity of teaching as a
profession to help build a
positive teaching and
learning culture within the
school by inspiring unity
in responding to potential
threats and risks to the
school community as
evidenced by MOV No. 1
SY 2022 - 5.00% Quality Updated professional
development goals during
2023 Phase II of the RPMS
Cycle as evidenced by
MOV No. 1
Conducted discussions
with teachers on the
progress of
implementation of certain
school policies and
procedures as evidenced
by MOV No. 2
Implemented plan for an
activity to support
colleagues in enhancing
their own learner-
centered teaching
practice as evidenced by
MOV No. 2
Identified and utilized
personal professional
strengths to uphold the
dignity of teaching as a
profession to help build a
positive teaching and
learning culture within the
school by initiating
activities to avoid
potential threats and risks
to the school community
as evidenced by MOV
No. 2
Conducted mid-year
review with colleagues as
evidenced by MOV No. 2
or 3
Discussed with teachers
certain school policies and
procedures for uniform
implementation as
evidenced by MOV No. 3
Planned for an activity to
support colleagues in
enhancing their own
learner-centered teaching
practice as evidenced by
MOV No. 3
Identified and utilized
personal professional
strengths to uphold the
dignity of teaching as a
profession to help build a
positive teaching and
learning culture within the
school in responding to an
issue or a challenging
situation as evidenced by
MOV No. 3
Planned for professional
development based on e-
SAT results as evidenced
by MOV No. 4
Implemented school No acceptable Minutes of subject area
policies and procedures evidence was shown / grade level meeting
as evidenced by MOV or professional meeting
No. 4 on disseminating
information and
implementing school
policies / procedures
[provide at least 2 to
show discussions held]
Demonstrated a learner- No acceptable LAC plan (refer to
centered teaching evidence was shown Annex 1 of DO 35, s.
philosophy in one aspect 2016) that details
of practice (i.e., lesson supporting teachers in
planning) as evidenced enhancing their
by MOV No. 4 learner-centered
teaching philosophy
through lesson
planning
Identified personal No acceptable Annotated evidence of practice
indirectly linking to the
professional strengths evidence was shown
upholding of the dignity of
that uphold the dignity of teaching as a profession ●
teaching as a profession screenshot of text message /
chat / email / any form of
as evidenced by MOV communication with parents /
No. 4 guardian or learners (name or
any identifier removed)
● remarks from superior /
school head about one’s
personal professional qualities
(e.g., entries in Performance
Monitoring and Coaching Form
[PMCF] or in Mid-Year Review
Form)
● recognition from the school /
school community about one’s
qualities
● others (please specify)
Accomplished the e-SAT No acceptable Updated IPCRF-DP
at the beginning of the evidence fom Phase II
school year as evidenced Mid-year Review Form
by MOV No. 5 (MRF)
Performance
Monitoring and
Coaching Form
IPCRF-DP
CERTI
 5. Plus Factor 19. Performed various
related works/activities that
contribute to the teaching-
learning process
SY 2022 - 10.00% Quality Performed at least 1
related work / activity that
2023
contributed to the
teaching-learning process
beyond the school /
Community Learning
Center (CLC) as
evidenced by submitted
MOV
Performed at least 1
related work / activity that
contributed to the
teaching-learning process
within the school /
Community Learning
Center (CLC) as
evidenced by submitted
MOV
Performed at least 1 related
work / activity that
contributed to the teaching-
learning process within the
learning area / department
as evidenced by submitted
MOV
Performed at least 1
related work / activity that evidence was shown
contributed to the
teaching-learning process
within the class as
evidenced by submitted
MOV
No acceptable Any proof that the master
teacher:
● served as facilitator /
speaker
● served as demonstration
teacher
● served as a member of the
technical working group
● served as OIC in the
absence of the principal
● represented the principal in
meetings and conference
● observed classes of
Teachers I-III
● assisted the school selection
committee in the evaluation of
credentials when hiring or
promoting teachers
● served in a committee
● served as adviser to co-
curricular activities
● served as coordinator /
chairperson
● authored / contributed to a
book or journal
● coached and mentored
learners in competitions
● mentored pre-service / in-
service teachers
● others (please specify and
provide annotations)

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

JULIET A. DELA CERNA EVANGEL M. LUMINARIAS, Ph.D., CESO V

Ratee Rater Approving Authority