Option A 2022 - 2023 Ipcrf For Proficient Teachers

Name of Employee: Rater:
Position: Position:
Employee ID No: Date of Review:
Employment Status: Rating Period:
Age:
Sex: Number of Years in Teaching:
Level Taught: Highest Degree Obtained:
Grade level Taught:
Subject Taught: Area of Specialization
COT 1 COT 2
Weight Objectives COT
Weight per Indicator
KRA
per KRA Objective Number RPMS
Rating Rating
5-pt Scale
Objective 1 0.07 1
KRA 1 0.21 Objective 2 0.07 200.0%
Objective 3 0.07 300.0%
Objective 4 0.07 400.0%
KRA 2 0.21 Objective 5 0.07 500.0%
Objective 6 0.07 500.0%
Objective 7 0.07 700.0%
KRA 3 0.21 Objective 8 0.07
Objective 9 0.07 800.0%
Objective 10 0.07 900.0%
KRA 4 0.21 Objective 11 0.07
Objective 12 0.07
Objective 13 0.07
KRA 5 0.14
Objective 14 0.07
Plus Factor 0.02 Objective 15 0.02
Date Observed
ter: Region:
tion: Division:
Review: District/Municipality:
Period: School Name:
School ID:
ars in Teaching: School Type:
ree Obtained:
Curr. Classification:
ecialization
COT 2
IPCRF Numerical Ratings
Ave Score Adjectival Rating
RPMS Q E T Average
5-pt Scale
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0 0
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0 0
0 0
0 0
0 0
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Final Rating #DIV/0!
Adjectival Rating #DIV/0!
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCR
Name of Employee: 0 Name of Rater:

Position: 0 Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period: 0
TO BE FILLED OUT DURING PLANNING

Performance Indicators
MFOs KRAs Objectives TimelineWeight Outstanding Very
QET (5) Satisfactory (4)
Basic Education Services 1. Applied 0.07 Quality
knowledge
of content
within and
across Demonstrated Demonstrated
curriculum Level 7 in Level 6 in
teaching areas. Objective 1 as Objective 1 as
(PPST 1.1.2) shown in COT shown in COT
rating sheets / rating sheets /
inter-observer inter-observer
agreement forms agreement forms
Efficiency
Objective was
met within the
allotted time.
1. Content
Knowledge and Timeliness
Basic Education Services Pedagogy 2. Used a range 0.07 Quality
of teaching
strategies that
enhance
learner Demonstrated Demonstrated
achievement in Level 7 in Level 6 in
literacy and Objective 2 as Objective 2 as
numeracy shown in COT shown in COT
skills. rating sheets / rating sheets /
(PPST 1.4.2) inter-observer inter-observer
Efficiency
Objective was
met within the
allotted time.
Timeliness
Basic Education Services
1. Content 3. Applied a 0.07 Quality
Knowledge and range of
Pedagogy teaching
strategies to
develop
critical and
creative
thinking, as
well as
other Demonstrated Demonstrated
higher-order Level 7 in Level 6 in
thinking Objective 1 as Objective 1 as
skills. shown in COT shown in COT
(PPST 1.5.2) rating sheets / rating sheets /
Efficiency
Objective was
met within the
allotted time
Timeliness
Basic Education Services2. Learning 4. Managed 0.07 Quality
Environment classroom
structure to
engage learners,
individually or in Demonstrated Demonstrated
groups, in Level 7 in Level 6 in
meaningful Objective 4 as Objective 4 as
exploration, shown in COT shown in COT
discovery and rating sheets / rating sheets /
hands-on inter-observer inter-observer
activities within agreement forms agreement forms
a range of Efficiency
physical Objective was
learning met within the
environments. allotted time
(PPST 2.3.2)
Timeliness
QET
MFOs KRAs Objectives TimelineWeight
2. Learning 5. . Managed 0.07 Quality
Environment learner behavior
constructively
by applying
positive and
non-violent
discipline to
ensure learningfocused
environments.
(PPST 2.6.2)
Demonstrated Demonstrated
Level 7 in Level 6 in
Objective 5 as Objective 5 as
shown in COT shown in COT
Efficiency
Objective was
met within the
allotted time
Timeliness
Basic Education Services 6. Used 0.07 Quality
differentiated,
developmentally
appropriate
learning Demonstrated Demonstrated
experiences to Level 7 in Level 6 in
address Objective 6 as Objective 6 as
learners’ gender, shown in COT shown in COT
needs, rating sheets / rating sheets /
strengths, inter-observer inter-observer
interests and agreement forms agreement forms
experiences. Efficiency
(PPST 3.1.2) Objective was
met within the
allotted time
Timeliness
3. Curriculum 7. Planned, 0.07 Quality
and Planning managed and
implemented
developmentally
sequenced Demonstrated Demonstrated
teaching and Level 7 in Level 6 in
learning Objective 7 as Objective 7 as
processes to shown in COT shown in COT
meet curriculum rating sheets / rating sheets /
requirements inter-observer inter-observer
and varied agreement forms agreement forms
teaching Efficiency
contexts. Objective was
(PPST 4.1.2) met within the
allotted time
Timeliness
3. Curriculum 8. Participated 0.07 Quality
and Planning in collegial
discussions
that use
Reflected on
teacher and Planned for practices during
learner enriched teaching
LAC sessions /
feedback to practice based on
FGDs / meetings /
enrich teaching LAC sessions / other collegial
practice. FGDs / meetingsdiscussions
/ to
(PPST 4.4.2) other collegial plan, facilitate, and
discussions enrich teaching
attended, as practice, as
shown in MOV 3shown in MOV 3
Efficiency
Participated in Participated in
collegial collegial
discussions thatdiscussions that
discuss teacherdiscuss teacher
and learner and learner
feedback acrossfeedback across
Timeliness 4 quarters 3 quarters
3. Curriculum 9. Selected, 0.07 Quality
and Planning developed,
organized and
used appropriate
teaching and Demonstrated Demonstrated
learning Level 7 in Level 6 in
resources, Objective 9 as Objective 9 as
including ICT, to shown in COT shown in COT
address learning rating sheets / rating sheets /
goals. inter-observer inter-observer
(PPST 4.5.2) agreement forms agreement forms
resources,
including ICT, to
address learning
goals.
(PPST 4.5.2)
Objective was
met within the
allotted time
Efficienc
Timeliness
4. Assesment 0.07 Quality
and Reporting
10. Designed,
selected, Demonstrated Demonstrated
organized and Level 7 in Level 6 in
used diagnostic, Objective 10 as Objective 10 as
formative and shown in COT shown in COT
summative rating sheets / rating sheets /
assessment inter-observer inter-observer
strategies agreement forms agreement forms
consistent with Efficiency
curriculum Objective was
requirements. met within the
(PPST 5.1.2)
allotted time
Timeliness
Basic Education Services 11. Monitored 0.07 Quality
and evaluated
learner Monitored and
progress and evaluated learner
achievement progress and
using learner Involved learner/s
achievement
attainment in monitoring and
based on
4. Assessment data. evaluation of their
attainment data
(PPST 5.2.2) own progress andfrom an
and Reporting
achievement individual learner
Efficiency
Timelines Submitted MOV/s Submitted MOV/s
s show/s monitoring
show/s monitoring
and evaluation and evaluation
done across 4 done across 3
quarters quarters
Basic Education Services 12. Communicated 0.07 Quality
promptly and
clearly the learners’ Communicated
needs, progress Sustained promptly and
and achievement to engagement clearly using
key stakeholders, through regular various tools
communication andof strategies
including
learners’ needs,learners’ needs,
parents/guardians.
progress and progress and
(PPST 5.4.2)
achievement to achievement to
contexts
key stakeholders,key stakeholders,
including including
4. Assessment parents/guardiansparents/guardians
and Reporting , as shown in the, as shown in the
MOV submitted MOV submitted
Efficiency
Showed prompt
communication of Showed prompt
learners’ needs, communication of
progress and learners’ needs,
achievement progress and
across 4 achievement
quarters across 3
Timeline quarters
Basic Education Services 13. Applied a 0.07 Quality
personal
philosophy of Submitted MOV
teaching that is that details the Submitted MOV
learner-centered. consistent that reflects
(PPST 7.1.2) involvement of involvement of
learners in the learners in the
teaching-learningteaching-learning
process resultingprocess resulting
from the from the
5. Personal application of a application of a
Growth and personal personal
Professional philosophy of philosophy of
Development teaching that is teaching that is
learner-centeredlearner-centered
Efficiency
Timelines
Applied a Applied a
s
personal personal
philosophy of philosophy of
teaching that is teaching that is
across 4 quartersacross 3 quarters
Basic Education Services 14. Set 0.07 Quality
professional Updated Discussed
development professional progress on
goals based on development professional
the Philippine goals during development
Professional Phase II of the goals with the
Standards for RPMS Cycle as rater during the
Teachers. evidenced by mid-year review
(PPST 7.5.2) MOV 4 as evidenced by
5. Personal MOV 3
Growth and Efficiency Submitted 4
Professional acceptable MOVs
Submitted 3
Development acceptable MOVs
Timelines
s All four (4)
submitted MOVsThree (3) of the
were submitted MOVs
accomplished were
within the accomplished
prescribed within the
RPMS Phase prescribed
RPMS Phase
Basic Education Services 15. Performed 0.02 Quality
various related
works /
activities that
contribute to
the teachinglearning
process.
Performed at least o Performed at lea

Efficiency
Plus factor
Submitted MOV Submitted

that MOV that
details the details the
achieved positiveperceived positive
contribution to the
contribution to the
teaching-learningteaching-learning
process, as process, as
evidenced by the evidenced by the
annotation provided.
annotation provided
Timelines Submitted MOVs
s were distributedSubmitted MOVs
across 4 quarters
were distributed
across 3 quarters
ADJECTIVAL RATING EQUIVALENCIES

RANGE ADJECTIVAL RATING
4.500-5.000 Outstanding
3.500-4.499 Very Satisfactory
2.500-3.499 Satisfactory
1.500-2.499 Unsatisfactory 0
below 1.499 Poor Ratee
NT AND REVIEW FORM (IPCRF) for Highly Proficient Teachers
0
0
0
TO BE FILLED OUT DURING EVALUATION

Satisfactory Unsatisfactory Poor Actual Results Rating Ave Score
(3) (2) (1) Q E T
Demonstrated #DIV/0! ### 0 #DIV/0! #DIV/0!
Level 3 in
Objective 1 as
shown in COT
Demonstrated Demonstrated rating sheets /
Level 5 in Level 4 in inter-observer
Objective 1 as Objective 1 as agreement forms
shown in COT shown in COT or
rating sheets / rating sheets / No acceptable
inter-observer inter-observer evidence was
agreement forms agreement forms shown
Objective was 0
met but No acceptable
instruction evidence was
exceeded the shown
allotted time
Demonstrated #DIV/0! ### #DIV/0! #DIV/0!

Level 3 in
Objective 2 as
shown in COT
0
Objective was 0
exceeded the shown
allotted time
(3) (2) (1) Q E T
Level 3 in
Objective 1 as
shown in COT
rating sheets /
inter-observer
agreement forms
or
No acceptable
Demonstrated Demonstrated evidence was
Level 5 in Level 4 in shown
Objective 1 as Objective 1 as 0
Objective was 0
exceeded the shown
allotted time

Level 3 in
Objective 4 as
shown in COT
0
Objective was 0
exceeded the shown
allotted time
Actual Results Ave Score
(3) (2) (1) Q E T
Level 3 in
Objective 5 as
shown in COT
rating sheets /
inter-observer
agreement forms
or
No acceptable
evidence was
Demonstrated Demonstrated
Level 5 in Level 4 in shown
Objective 5 as Objective 5 as 0
Objective was 0
exceeded the shown
allotted time

Level 3 in
Objective 6 as
shown in COT
0
Objective was 0
exceeded the shown
allotted time
(3) (2) (1) Q E T
Level 3 in
Objective 7 as
shown in COT
0
Objective was 0
exceeded the shown
allotted time
(3) (2) (1) Q E T
Attended LAC 0 0 0 0.000
sessions / FGDs /
Shared practices,
meetings / other
teacher and
collegial
learner feedbackAttended LAC
during LAC sessions / FGDs / discussions that
sessions / FGDsmeetings
/ / other discuss
meetings / othercollegial teacher/learner
collegial discussions that feedback to enrich
discussions to discuss instruction, as
plan, facilitate, and
teacher/learner shown in MOV 1
enrich teaching feedback to enrich No acceptable
practice, as instruction, as evidence was
shown in MOV 2shown in MOV 1shown
Participated in a
Participated in Participated in a collegial
collegial collegial discussion that
discussions thatdiscussion that discusses teacher
discuss teacherdiscusses teacher and learner
and learner and learner No acceptable feedback in only
feedback acrossfeedback in onlyevidence was 1 quarter
2 quarters 1 quarter shown
(3) (2) (1) Q E T
Level 3 in
Objective 9 as
shown in COT
0
0
Objective was 0
exceeded the shown
allotted time

Level 3 in
Objective 10 as
shown in COT
0
Objective was 0
exceeded the shown
allotted time
(3) (2) (1) Q E T
Monitored and 0 0 0 0.000
Monitored and evaluated learner
evaluated learner progress and
Monitored and progress and achievement
evaluated learner
achievement based on an
progress and based on an existing grade
achievement existing grade level / department
based on the level / department / learning area
class attainment/ learning area report
data report No acceptable
Submitted MOV/sSubmitted MOV/s Submitted MOV/s

show/s monitoring
show/s monitoring show/s monitoring
and evaluation and evaluation and evaluation
done across 2 done in only 1 done in only 1
quarters quarter No acceptable quarter
Communicated 0 0 0 0.000
learners’ needs,
Communicated progress and
promptly and achievement to
clearly using Communicated key stakeholders,
only one (1) learners’ needs, including
strategy learners’
progress and
parents/guardians
needs, progressachievement to
, but not
and achievement key stakeholders,
regularly as
to key including
shown in the MOV
stakeholders, parents/guardians
including , but not submitted
parents/guardiansregularly as
, as shown in theshown in the MOV
MOV submitted submitted No acceptable
Showed prompt
communication of
Showed prompt learners’ needs,
communication of Showed prompt progress and
learners’ needs, communication of achievement in
progress and learners’ needs, only 1 quarter
achievement progress and No acceptable
across 2 achievement in evidence was
quarters only 1 quarter shown
(3) (2) (1) Q E T
Submitted MOV 0 0 0 0.000
that indicates a
personal
philosophy of
teaching that is
not learnercentered
Submitted MOV
that shows the Submitted MOV
application of a that indicates a
personal personal
learner-centerednot learnercentered
No acceptable
Applied a
Applied a Applied a
personal
personal personal
philosophy of
teaching that is
learner-centered
across 2 quartersin only 1 quarterNo acceptable in only 1 quarter
Accomplished 0 0 0 0 0.000
the e-SAT at the
beginning of the
Set school year as
professional Accomplished evidenced by
development the e-SAT at the MOV 1
goals based on beginning of the
e-SAT results asschool year as
evidenced by evidenced by
MOV 2 MOV 1 No acceptable
Submitted 2 No acceptable
acceptable Submitted 1 evidence was
MOVs acceptable MOVshown
Two (2) of the Only one (1) of

submitted MOVsthe submitted
were MOVs was
accomplished accomplished
within the within the
prescribed prescribed
RPMS Phase RPMS Phase
(3) (2) (1) Q E T
Performed at least one (1) related work / activity that contributed to the teaching-learning 0process
0 within
0 the#DIV/0!
class as#DIV/0!
evidenced by the submitted MOV.
Performed at leaPerformed at leaNo acceptable

Submitted MOV that
shows
considerable
overlap with, hence
significantly
Submitted MOV that affecting the
shows performance of the
Submitted MOV considerable
that actual teachinglearning process.
shows reasonable overlap with, hence
interlap with thesignificantly
actual teachinglearning
affectingprocess,
the No acceptable
as evidenced byperformance
the of the
evidence was
annotation provided.
actual teachinglearning
shown process.
Submitted MOV/s Submitted MOV/s
Submitted MOVswas/were No acceptable was/were
were distributedcompleted in only
evidence was completed in only
across 2 quarters
1 quarter shown 1 quarter
#DIV/0! #DIV/0!
RATING FOR OVER-ALL ACCOMPLISHMENTS
0
Rater Approving Authority
PART II: COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
Self-Management Teamwork
1 Willingly does his/her share of responsibility.
1 Sets personal goals and direction, needs and development. 1 1
sonal actions and1 behaviors that are clear and purposive and takes into account personal goals and values congruent
Promotes
to that collaboration
of the organization.
and removes barriers to teamwork
1 2 accomplishment across the organization.
2
3 Applies negotiation principles in arriving at win-win agree

1 Displays emotional maturity and enthusiasm for and is challenged by higher goals.
3
4 Drives consensus and team ownership of decisions
1Prioritizes work tasks and schedules (through Gantt charts, checklists, etc.) to achieve goals.
4
Works constructively and collaboratively with others and across organizations to accomplish
1 5
5 Sets high quality, challenging, realistic goals for self and others.
Service Orientation
Professionalism and Ethics Can explain and articulate organizational directions, issu
1 1
Demonstrates the values and behavior enshrined in the Norms of Conduct and problems.
1 1 Ethical Standards for public officials and employees (RA 6713).
Takes personal responsibility for dealing with and/or correcting customer servi
1 2
1 Practices ethical and professional behavior and conduct taking into account
2 the impact of his/her actions and decisions.
Initiates activities that promotes advocacy for men and women em
1 3
1 Maintains a professional image: being trustworthy, regularity of attendance
3 and punctuality, good grooming and communication.
Participates in updating of office vision, mission, mandates and strategies based on D
4
4 Makes personal sacrifices to meet organization’s needs.
Develops and adopts service improvement programs through simplified procedures that w
5
Acts with a sense of urgency and responsibility to meet organization’s needs,
5 improve systems and help others improve their effectiveness.
Innovation
Result Focus 1 Examines the root cause of problems and suggests effective
1 Achieves results with optimal use of time and resources most of the Fosters new ideas, processes, and suggests better ways to
1 1
time. (cost and/or operational efficiency).
Avoids rework, mistakes and wastage through effective work methods by
2 placing organizational needs before personal needs.
1 Demonstrates an ability to think “beyond the box”. Continuou
Delivers error-free outputs most of the time by conforming to standard 2 on improving personal productivity to create higher value an
operating procedures correctly and consistently. Able to produce very
3 satisfactory quality of work in terms of usefulness/acceptability and
completeness with no supervision required. Promotes a creative climate and inspires co-workers to deve
3 ideas or solutions.
1 4 Expresses a desire to do better and may express frustration at waste or
inefficiency. May focus on new or more precise ways of meeting goals set.
4 Translates creative thinking into tangible changes and solu
Makes specific changes in the system or in own work methods to improve improve the work unit and organization.
performance. Examples may include doing something better, faster, at a lower
5 cost, more efficiently, or improving quality, customer satisfaction, morale, Uses ingenious methods to accomplish responsibilities. Dem
without setting any specific goal. 5 resourcefulness and the ability to succeed with minimal re
I: COMPETENCIES
CORE SKILLS
Oral Communication
his/her share of responsibility. 1 1 Follows instruction accurately.
removes barriers to teamwork and goal Expresses self clearly, fluently and accurately.
anization. 1 2
ples in arriving at win-win agreements. 1 3 Uses appropriate medium for the message
and team ownership of decisions. 4 Adjust communication styles to others.

across organizations to accomplish organizational goals and objectives.
Guides discussions between and among peers to meet an objective.
5
e Orientation Written Communication

e organizational directions, issues and 1 2
Knows the different written business communication formats used in
problems.
h and/or correcting customer service issues and concerns. Writes routine correspondence/communications, narrative and
3 descriptive report based on readily available information data with
advocacy for men and women empowerment. minimal spelling or grammatical errors (e.g. memos, minutes, etc.)
1 3 Secures information from required references (i.e., Directories,
andates and strategies based on DepEd strategies and directions. schedules, notices, instructions) for specific purposes.
1 4 Self-edits words, numbers, phonethic notation and content, if

hrough simplified procedures that will further enhance service delivery. necessary.
5 Demonstrates clarity, fluency, impact, conciseness and effectiveness in
novation his/her written communications.
problems and suggests effective solutions. Computer/ICT Skills
es, and suggests better ways Prepares
to do things 1
basic compositions
1 (e.g., letters, reports, spreadsheets and graphics presentation using Word Processing and Excel).
or operational efficiency).
1 Identifies different computer parts, turns the computer on/off, and work on a
nk “beyond the box”. Continuously focuses 2 given task with acceptable speed and accuracy and connects computer
peripherals (e.g. printers, modems, multimedia projectors, etc.)
uctivity to create higher value and results.
1 Prepares simple presentation using Powerpoint.
3
and inspires co-workers to develop original
eas or solutions. Utilizes technologies to: access information to enhance professional
1 4 productivity, assists in conducting research and communicate through
into tangible changes and solutions that local and global professional networks.
work unit and organization.
accomplish responsibilities. Demonstrates Recommends appropriate and updated technology to enhance
bility to succeed with minimal resources. 5 productivity and professional practice.
OVERALL COMPETENCY RATINGS
CORE BEHAVIORAL COMPETENCIES 2.833333333
CORE SKILLS 3.333333333
OVERALL RATING 3.08333333

PART III: SUMMARY OF RATINGS FOR DI
Final Performance Results
Accomplishment of KRAs and Objectives
Rater-Ratee Agreement
The signatures below confirm that the employee and his/her superior have agreed on the conte
Name of Employee
0
0
Signature Signature
Date Date
0
RATINGS FOR DISCUSSION
Rating Adjectival Rating
#DIV/0! #DIV/0!
ave agreed on the contents of this appraisal form and the performance rating.
Name of Superior
0
0
Signature
0
PERFORMANCE MONITORING AND COACHING
Critical Incidence Description Output Impact on Job

Date (Situation, Task & Action) (Result) (Outcome)
Some of the materials are not on their proper Difficulty in finding the location ofm
July, 2017 Materials are not on proper places.
places to be used.
TORING AND COACHING FORM
Impact on Job Action Plan Signature of

(Outcome) (Reinforce/ Redirect) Ratee Rater
Difficulty in finding the location ofmaterials Ensure that materials are on their proper
to be used. places.
EMPLOYEE FEEDBACK FO
Action
Strengths Development Needs (Recommended Develo
Feedback:
Enrol in the Graduate school. Conquer the challenges and achieve your goals. Start, persist, and Enjoy. You should not be in th
Rater: Ratee: Approving Authority:
0 Name
0 Position
EE FEEDBACK FORM
Action Plan
(Recommended Developmental Intervention) Timeline Resources Needed
and Enjoy. You should not be in that postion (Teacher I) all the time. Exert effort to be in the higher position.
PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs (Recommended Developmental Intervention)
Rater: Ratee: Approving Authority
0 Name
Dec-99 Position
ELOPMENT PLANS
ction Plan
velopmental Intervention)
Timeline Resources Needed

Option A 2022 - 2023 Ipcrf For Proficient Teachers

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Option A 2022 - 2023 Ipcrf For Proficient Teachers

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Name of Employee: Rater:

Name of Employee: 0 Name of Rater:

TO BE FILLED OUT DURING PLANNING

Performed at least o Performed at lea

Submitted MOV Submitted

ADJECTIVAL RATING EQUIVALENCIES

TO BE FILLED OUT DURING EVALUATION

Demonstrated #DIV/0! ### #DIV/0! #DIV/0!

Demonstrated #DIV/0! ### #DIV/0! #DIV/0!

Demonstrated #DIV/0! ### #DIV/0! #DIV/0!

Demonstrated #DIV/0! ### #DIV/0! #DIV/0!

Submitted MOV/sSubmitted MOV/s Submitted MOV/s

Two (2) of the Only one (1) of

Performed at leaPerformed at leaNo acceptable

3 Applies negotiation principles in arriving at win-win agree

and team ownership of decisions. 4 Adjust communication styles to others.

e Orientation Written Communication

1 4 Self-edits words, numbers, phonethic notation and content, if

OVERALL COMPETENCY RATINGS

CORE BEHAVIORAL COMPETENCIES 2.833333333

CORE SKILLS 3.333333333

OVERALL RATING 3.08333333

Final Performance Results

Accomplishment of KRAs and Objectives

Rating Adjectival Rating

Critical Incidence Description Output Impact on Job

Impact on Job Action Plan Signature of

Rater: Ratee: Approving Authority:

Rater: Ratee: Approving Authority

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