REPUBLIC OF THE PHILIPPINES

REGION VIII
DEPARTMENT OF EDUCATION
DIVISION OF NORTHERN SAMAR
Catarman, Northern Samar

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) SY 2022-2023

PROFICIENT TEACHER

This excel tool was developed to help the teachers in the preparation of the Individual
Performance Commitment and Review Form (IPCRF) for the school year 2023-2023. The KRAs,
Objectives, and the performance indicators were generated from the DepEd Memorandum No.
008 s. 2023, dated February 3, 2023, entitled Multi-Year Guidelines on the Results-Based
Performance Management System-Philippines Professional Standard for Teachers.

Direction:
1. Open the excel file with the Microsoft Excel 2010 or a higher version of MS Excel
2. Click Enable Anything or Enable Macros (If appears on the MS Excel)
3. Click Update (Do not Ignore)
4. Click Read the Instruction Sheet
5. Proceed to the encoding sheet and encode the results of your rating to the respective objectives
6. Do not forget to encode in the encoding sheet the total number of your MOVs in every objectives
7. After you’ve finished the encoding of all your results and MOVs, proceed to Part II, Part III and Summary of IPCRF
8. In the Summary of IPCRF encode only the title of your presented MOVs
9. No need to input data in the IPCRF Form Sheet because it is already automated from the encoding sheet
10. Please double check the data before you print the automated forms

Developed by: ENCODING IPCR SUMMARY OF

SHEETS FORM (I) IPCRF (III)
JOSEPH ANGELO T. GAMAY
IPCRF PART II IPCRF PART IV
Polangi NHS ICT-Coordinator
IPCRF PART II IPCRF PART IV
Teacher II - Division Of Northern Samar
 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: Approving Authority:

Weight per No. of Numerical Ratings

KRA Objectives Objective MOVS
CO 1 CO 2 CO 3 CO 4 Ave Score
Q E T Ave
1. Applied knowledge of content within and across curriculum teaching areas. (PPST 1.1.2)
7% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
1. Content 2. Used a range of teaching strategies that enhance learner achievement in literacy and
Knowledge and numeracy skills. (PPST 1.4.2) 7% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Pedagogy 3. Applied a range of teaching strategies to develop critical and creative thinking, as well as
other higher-order thinking skills. (PPST 1.5.2) 7% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
4. Managed classroom structure to engage learners,individually or in groups, in meaningful
exploration, discovery and hands-on activities within a range of physical learning
environments. (PPST 2.3.2) 7% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
2. Learning
Environment & 5. Managed learner behavior constructively by applying positive and non-violent discipline
Diversity of to ensure learningfocused environments. (PPST 2.6.2) 7% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Learners
6. Used differentiated, developmentally appropriate learning experiences to address
learners’ gender, needs, strengths, interests and experiences. (PPST 3.1.2) 7% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
7. Planned, managed and implemented developmentally sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts. (PPST 4.1.2) 7% #DIV/0! #DIV/0! #DIV/0! #DIV/0!

3. Curriculum 8. Participated in collegial discussions that use teacher and learner feedback to enrich
Planning teaching practice. (PPST 4.4.2) 7% #DIV/0! #DIV/0! #DIV/0!
9. Selected, developed, organized and used appropriate teaching and learning resources,
including ICT, to address learning goals. (PPST 4.5.2) 7% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
10. Designed, selected, organized and used diagnostic, formative and summative
assessment strategies consistent with curriculum requirements. (PPST 5.1.2) 7% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
4. Assessment 11. Monitored and evaluated learner progress and achievement using learner attainment
and Reporting data. (PPST 5.2.2) 7% #DIV/0! #DIV/0!
12. Communicated promptly and clearly the learners’ needs, progress and achievement to
key stakeholders, including parents/guardians. (PPST 5.4.2) 7% #DIV/0! #DIV/0!
13. Applied a personal philosophy of teaching that is learner-centered. (PPST 7.1.2)
5. Personal 7% #DIV/0! #DIV/0!
Growth and 14. Set professional development goals based on the Philippine Professional Standards for
Professional Teachers. (PPST 7.5.2) 7% #DIV/0! #DIV/0!
Development
15. Performed various related works / activities that contribute to the teachinglearning
Plus Factor process. 2% #DIV/0! #DIV/0!
Total: 100% 0 #DIV/0!
Adjectival Rating: #DIV/0!

0 0 0
Ratee Rater Approving Authority
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF)
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: 0
Rating Period: 0 Approving Authority: 0

PERFORMANCE INDICATOR
MEANS OF Weight per Numerical
KRA OBJECTIVE Very Satisfactory Average Score
VERIFICATION QET Outstanding (5) Satisfactory Unsatisfactory Poor Objectives Rating
(4)
1. Applied knowledge Classroom Observation Tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
rating sheet/s or inter-observer Level 7 in Objective 1 Level 6 in Objective 1 Level 5 in Objective Level 4 in Objective 1 as Level 3 in Objective 1
of content within and agreement form/s done through
across curriculum onsite / face-to-face / in-person as shown in COT rating as shown in COT rating 1 as shown in COT shown in COT rating as shown in COT
teaching areas. (PPST classroom observation. sheets / inter-observer sheets / inter-observer rating sheets / sheets / inter-observer rating sheets / inter-
agreement forms agreement forms inter-observer agreement forms observer
1.1.2) If onsite / face-to-face / inperson agreement forms agreement forms
classes are not implemented,
• through observation of
synchronous / asynchronous
or
No acceptable 3.50% ###
teaching evidence was shown
in other modalities; or

### #DIV/0!
• through observation of a
demonstration teaching* via LAC
session.

Efficiency Objective was met Objective was No acceptable

within the allotted met but evidence was
time instruction shown
exceeded the
allotted time 3.50% 0
2. Used a range of Classroom Observation Tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
rating sheet/s or inter-observer Level 7 in Objective 2 Level 6 in Objective 2 Level 5 in Objective Level 4 in Objective 2 as Level 3 in Objective 2
teaching strategies agreement form/s done through
that enhance learner onsite / face-to-face / in-person as shown in COT rating as shown in COT rating 2 as shown in COT shown in COT rating as shown in COT
achievement in classroom observation. sheets / inter-observer sheets / inter-observer rating sheets / sheets / inter-observer rating sheets / inter-
agreement forms agreement forms inter-observer agreement forms observer
literacy and numeracy If onsite / face-to-face / inperson agreement forms agreement forms
skills. (PPST 1.4.2) classes are not implemented,
• through observation of
synchronous / asynchronous
or
No acceptable 3.50% ###
teaching evidence was shown
in other modalities; or
1. Content • through observation of a
Knowledge and
Pedagogy
demonstration teaching* via LAC
session. ### #DIV/0!
Efficiency Objective was met Objective was No acceptable
within the allotted met but evidence was
time instruction shown
exceeded the
allotted time 3.50% 0
3. Applied a range of Classroom Observation Tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
rating sheet/s or inter-observer Level 7 in Objective 3 Level 6 in Objective 3 Level 5 in Objective Level 4 in Objective 3 as Level 3 in Objective 3
teaching strategies to agreement form/s done through
develop critical and onsite / face-to-face / in-person as shown in COT rating as shown in COT rating 3 as shown in COT shown in COT rating as shown in COT
creative thinking, as classroom observation. sheets / inter-observer sheets / inter-observer rating sheets / sheets / inter-observer rating sheets / inter-
agreement forms agreement forms inter-observer agreement forms observer
well as other higher- If onsite / face-to-face / inperson agreement forms agreement forms
order thinking skills.
(PPST 1.5.2)
classes are not implemented,
• through observation of
synchronous / asynchronous
or
No acceptable 3.50% ###
teaching evidence was shown
in other modalities; or
• through observation of a
demonstration teaching* via LAC
session. ### #DIV/0!
 (PPST 1.5.2) synchronous / asynchronous
teaching
in other modalities; or
• through observation of a
demonstration teaching* via LAC
session. ### #DIV/0!
Efficiency Objective was met Objective was No acceptable
within the allotted met but evidence was
time instruction shown
exceeded the
allotted time 3.50% 0
4. Managed Classroom Observation Tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
rating sheet/s or inter-observer Level 7 in Objective 4 Level 6 in Objective 4 Level 5 in Objective Level 4 in Objective 4 as Level 3 in Objective 4
classroom structure agreement form/s done through
to engage onsite / face-toface / in-person as shown in COT rating as shown in COT rating 4 as shown in COT shown in COT rating as shown in COT
learners,individually classroom observation. sheets / interobserver sheets / inter-observer rating sheets / sheets / inter-observer rating sheets / inter-
agreement forms agreement forms inter-observer agreement forms observer
or in groups, in If onsite / face-to-face / inperson agreement forms agreement forms
meaningful
exploration, discovery
classes are not implemented,
• through observation of
synchronous / asynchronous
or
No acceptable 3.50% ###
and hands-on teaching in other modalities; or evidence was shown
activities within a • through observation of a

### #DIV/0!
demonstration teaching* via LAC
range of physical session
learning
environments. (PPST
2.3.2) Efficiency Objective was met Objective was No acceptable
within the allotted met but evidence was
time instruction shown
exceeded the
allotted time 3.50% 0
5. Managed learner Classroom Observation Tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
rating sheet/s or inter-observer Level 7 in Objective 5 Level 6 in Objective 5 Level 5 in Objective Level 4 in Objective 5 as Level 3 in Objective 5
behavior agreement form/s done through
constructively by onsite / face-to-face / in-person as shown in COT rating as shown in COT rating 5 as shown in COT shown in COT rating as shown in COT
applying positive and classroom observation. sheets / interobserver sheets / inter-observer rating sheets / sheets / inter-observer rating sheets / inter-
agreement forms agreement forms inter-observer agreement forms observer
non-violent discipline If onsite / face-to-face / inperson agreement forms agreement forms
to ensure
learningfocused
classes are not implemented,
• through observation of
synchronous / asynchronous
or
No acceptable 3.50% ###
environments. (PPST teaching evidence was shown
2.6.2) in other modalities; or
2. Learning • through observation of a
Environment &
Diversity of
demonstration teaching* via LAC
session. ### #DIV/0!
Learners
Efficiency Objective was met Objective was No acceptable
within the allotted met but evidence was
time instruction shown
exceeded the
allotted time 3.50% 0
6. Used differentiated, Classroom Observation Tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
rating sheet/s or inter-observer Level 7 in Objective 6 Level 6 in Objective 6 Level 5 in Objective Level 4 in Objective 6 as Level 3 in Objective 6
developmentally agreement form/s done through
appropriate learning onsite / face-to-face / in-person as shown in COT rating as shown in COT rating 4 as shown in COT shown in COT rating as shown in COT
experiences to classroom observation. sheets / interobserver sheets / inter-observer rating sheets / sheets / inter-observer rating sheets / inter-
agreement forms agreement forms inter-observer agreement forms observer
address learners’ If onsite / face-to-face / inperson agreement forms agreement forms
gender, needs,
strengths, interests
classes are not implemented,
• through observation of
synchronous / asynchronous
or
No acceptable 3.50% ###
and experiences. teaching evidence was shown
(PPST 3.1.2) in other modalities; or
• through observation of a
demonstration teaching* via LAC
session. ### #DIV/0!
Efficiency Objective was met Objective was No acceptable
within the allotted met but evidence was
time instruction shown
exceeded the
allotted time 3.50% 0
 7. Planned, managed Classroom Observation Tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
rating sheet/s or inter-observer Level 7 in Objective 7 Level 6 in Objective 7 Level 5 in Objective Level 4 in Objective 7 as Level 3 in Objective 7
and implemented agreement form/s done through
developmentally onsite / face-to-face / in-person as shown in COT rating as shown in COT rating 7 as shown in COT shown in COT rating as shown in COT
sequenced teaching classroom observation. sheets / inter-observer sheets / inter-observer rating sheets / sheets / inter-observer rating sheets / inter-
agreement forms agreement forms inter-observer agreement forms observer
and learning If onsite / face-to-face / inperson agreement forms agreement forms
processes to meet
curriculum
classes are not implemented,
• through observation of
synchronous / asynchronous
or
No acceptable 3.50% ###
requirements and teaching evidence was shown
varied teaching in other modalities; or

### #DIV/0!
• through observation of a
contexts. (PPST 4.1.2) demonstration teaching* via LAC
session.

Efficiency Objective was met Objective was No acceptable

within the allotted met but evidence was
time instruction shown
exceeded the
allotted time 3.50% 0
8. Participated in 1. Proof/s of attendance in LAC Quality Planned for enriched Reflected on practices Shared practices, Attended LAC sessions / No acceptable
sessions / FGDs / meetings / other teaching practice during LAC sessions / teacher and learner FGDs / meetings / other evidence was shown
collegial discussions collegial discussions
that use teacher and 2. Minutes of LAC sessions / based on LAC FGDs / meetings / feedback during collegial discussions
learner feedback to FGDs / meetings / other collegial sessions / FGDs / other collegial LAC sessions / that discuss
discussions on use of teacher and meetings / other discussions to plan, FGDs / meetings / teacher/learner
enrich teaching learner feedback to enrich teaching collegial discussions facilitate, and enrich other collegial feedback to enrich
practice. (PPST 4.4.2) practice
attended, as shown in teaching practice, as discussions to plan, instruction, as
3. Reflection notes of teachers
MOV 3 shown in MOV 3 facilitate, and shown in MOV 1
3.50% 0
on their demonstration of teaching
practices following participation enrich teaching
from LAC sessions / FGDs / practice, as
meetings / other collegial
discussions that use teacher and shown in MOV
learner feedback to enrich teaching
practice, with proof/s of
attendance
3. Curriculum
Planning
4. Any equivalent ALS
form/document that
highlights the objective
0.0 0.0000
Timeliness Participated in Participated in 2 Participated in Participated in a No acceptable
collegial discussions collegial discussions collegial collegial discussion evidence was
that discuss teacher that discuss teacher discussions that that discusses teacher shown
and learner and learner feedback discuss teacher and learner feedback
feedback across
4 quarters
across
3 quarters
and learner
feedback across
2 quarters
in only
1 quarter 3.50% 0

9. Selected, Classroom Observation Tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
rating sheet/s or inter-observer Level 7 in Objective 9 Level 6 in Objective 9 Level 5 in Objective Level 4 in Objective 9 as Level 3 in Objective 9
developed, organized agreement form/s done through
and used appropriate onsite / face-to-face / in-person as shown in COT rating as shown in COT rating 9 as shown in COT shown in COT rating as shown in COT
teaching and learning classroom observation. sheets / inter-observer sheets / inter-observer rating sheets / sheets / inter-observer rating sheets / inter-
agreement forms agreement forms inter-observer agreement forms observer
resources, including If onsite / face-to-face / inperson agreement forms agreement forms
ICT, to address
learning goals. (PPST
classes are not implemented,
• through observation of
synchronous / asynchronous
or
No acceptable 3.50% ###
4.5.2) teaching evidence was shown
in other modalities; or
• through observation of a
demonstration teaching* via LAC
session. ### #DIV/0!
Efficiency Objective was met Objective was No acceptable
within the allotted met but evidence was
time instruction shown
exceeded the
allotted time 3.50% 0
 10. Designed, Classroom Observation Tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
rating sheet/s or inter-observer Level 7 in Objective 10 Level 6 in Objective 10 Level 5 in Objective Level 4 in Objective 10 Level 3 in Objective
selected, organized agreement form/s done through
and used diagnostic, onsite / face-toface / in-person as shown in COT rating as shown in COT rating 10 as shown in COT as shown in COT rating 10 as shown in COT
formative and classroom observation. sheets / interobserver sheets / inter-observer rating sheets / sheets / inter-observer rating sheets / inter-
agreement forms agreement forms inter-observer agreement forms observer
summative If onsite / face-to-face / inperson agreement forms agreement forms
assessment strategies
consistent with
classes are not implemented,
• through observation of
synchronous / asynchronous
or
No acceptable 3.50% ###
curriculum teaching in other modalities; or evidence was shown
requirements. (PPST • through observation of a

### #DIV/0!
demonstration teaching* via LAC
5.1.2) session

Efficiency Objective was met Objective was No acceptable

within the allotted met but evidence was
time instruction shown
exceeded the
allotted time 3.50% 0
11. Monitored and Any one (1) of the following: Quality Involved learner/s in Monitored and Monitored and Monitored and No acceptable
● Individual Learning monitoring and evaluated learner evaluated learner evaluated learner evidence was shown
evaluated learner Monitoring Plan (ILMP)
progress and ● Peer assessment data evaluation of their progress and progress and progress and
achievement using ● Sample of learners’ output own progress and achievement based on achievement based achievement based on
with reflection / selfassessment achievement attainment data from on the class an existing grade level /
learner attainment ● Progress charts/anecdotal an individual learner attainment data department / learning
data. (PPST 5.2.2) records
●
sheets
Class/e-class record/grading area report
3.50% 0
● Lesson plans showing index
of mastery
● Frequency of errors with
identified least/most mastered
skills
● Any equivalent ALS
form/document that highlights the
objective (e.g., Individual Learning Timeless Submitted MOV/s Submitted MOV/s Submitted MOV/s Submitted MOV/s No acceptable
0.0 0.0000
Agreement (ILA), ALS
Assessment Form 2) show/s monitoring show/s monitoring show/s show/s monitoring evidence was shown
● Others (Please specify and and evaluation done and evaluation done monitoring and and evaluation done
provide annotations) sion.
across 4 across 3 quarters evaluation done in only 1 quarter
quarters across 2 quarters

4. Assessment and
Reporting 3.50% 0

12. Communicated Any one (1) of the following: Quality Sustained engagement Communicated Communicated Communicated No acceptable
● A sample of corrected test through regular promptly and clearly promptly and learners’ needs, evidence was shown
promptly and clearly paper of a learner in a learning area
the learners’ needs, with parent’s or guardian’s communication of using various tools and clearly using only progress and
progress and signature and date of receipt learners’ needs, strategies learners’ one (1) strategy achievement to key
● Minutes of meetings with progress and needs, progress and learners’ needs, stakeholders, including
achievement to key key stakeholders (e.g., PTA, SGC, achievement to key achievement to key progress and parents/guardians
stakeholders, SPT, CPC) with proof of attendance
stakeholders, stakeholders, including achievement to key , but not regularly as
● Report card with parent’s or
including
parents/guardians.
(PPST 5.4.2)
guardian’s signature in all quarters
supported by minutes of meeting
● Communication with
including
shown in the
parents/guardians , as
parents/guardians , as shown in the
MOV submitted
stakeholders,
including
parents/guardians ,
shown in the MOV
submitted 3.50% 0
key stakeholders (e.g.,
parents/guardians, coteachers, MOV submitted as shown in the
LGU) using various modalities MOV submitted
● Anecdotal record showing
entries per quarter
● Any equivalent ALS
form/document that highlights the
objective ● Others (Please specify

0.0 0.0000
and provide annotations)
 key stakeholders (e.g.,
parents/guardians, coteachers,
LGU) using various modalities
● Anecdotal record showing
entries per quarter
● Any equivalent ALS
form/document that highlights the
objective ● Others (Please specify

0.0 0.0000
and provide annotations)
Timeless Showed prompt Showed prompt Showed prompt Showed prompt No acceptable
communication of communication of communication of communication of evidence was shown
learners’ needs, learners’ needs, learners’ needs, learners’ needs,
progress and progress and progress and progress and
achievement across achievement across achievement achievement in only 1
4 quarters 3 quarters across 2 quarters quarter

3.50% 0

13. Applied a personal A reflection/journal entry that Quality Submitted MOV that Submitted MOV Submitted MOV Submitted MOV that No acceptable
highlights the application of a details the consistent that reflects that shows the indicates a personal evidence was shown
philosophy of learnercentered teaching
teaching that is philosophy in the lesson plan or involvement of involvement of application of a philosophy of teaching
learner-centered. community work learners in the learners in the personal philosophy that is not
teaching-learning teaching-learning of teaching that is learnercentered
(PPST 7.1.2) process resulting from process resulting from learner-centered
the application of a the application of a
personal philosophy of personal philosophy of
teaching that is
learner-centered
teaching that is
learner-centered
3.50% 0

0.0 0.0000
Timeless Applied a personal Applied a personal Applied a Applied a personal No acceptable
philosophy of philosophy of personal philosophy of evidence was shown
teaching that is teaching that is philosophy of teaching that is
learner-centered learner-centered teaching that is learner-centered in
across 4 quarters across 3 quarters learner-centered only 1 quarter
across 2 quarters
3.50% 0

14. Set professional 1. Certification from the ICT Quality Updated professional Discussed progress on Set professional Accomplished the e-SAT No acceptable
Coordinator / School Head / development goals professional development goals at the beginning of the evidence was shown
development goals Focal Person in charge of eSAT
based on the 2. IPCRF-DP during Phase II of the development goals based on e-SAT school year as
Philippine 3. Mid-year Review Form (MRF) RPMS Cycle as with the rater during results as evidenced by
4. Updated IPCRF-DP from evidenced by the mid-year review evidenced by MOV 1
Professional Phase II MOV 4 as evidenced by MOV 2
Standards for
Teachers. (PPST 7.5.2)
MOV 3
2.33% 0
5. Personal Growth
and Professional
Development

Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

acceptable MOVs acceptable MOVs acceptable acceptable MOV evidence was shown
MOVs

2.33% 0
0.0 0.0000
 0.0 0.0000

Timeless All four (4) Three (3) of the Two (2) of the Only one (1) of the No acceptable
submitted MOVs submitted MOVs submitted MOVs submitted evidence was shown
were accomplished were accomplished were MOVs was
within the within the prescribed accomplished accomplished within
prescribed RPMS RPMS Phase within the the prescribed RPMS
Phase prescribed RPMS Phase
Phase
2.33% 0

15. Performed Any one (1) proof of: Quality Performed at least Performed at least Performed at least Performed at least No acceptable
● committee involvement; one (1) related work one (1) related work one (1) related work one (1) related work evidence was shown
various related works ● involvement as
/ activities that module/learning material / activity that / activity that / activity that / activity that
contribute to the writer/validator; contributed to the contributed to the contributed to the contributed to the
● involvement as a resource teaching-learning teaching-learning teaching-learning teaching-learning
teachinglearning person/speaker/learning facilitator process beyond the process within the process within the process within the class
process. in in the
school / school / learning as evidenced by the
RO/SDO/school-initiated
TV/radio-based instruction;
● book or journal authorship/
co-authorship/contributorship;
Community
Learning Center (CLC)
as evidenced by the
Community
Learning Center (CLC)
as evidenced by the
area/department as submitted MOV
evidenced by the
submitted MOV.
0.67% 0
● advisorship/coordinatorship/
chairpersonship; submitted MOV. submitted MOV.
● participation in
demonstration teaching;
● participation as research
presenter in a forum/conference;
● mentoring of
pre-service/inservice teachers;
● conducted research within
the rating period; ● others (please Efficiency Submitted MOV that Submitted MOV that Submitted MOV Applied a personal No acceptable
specify) with annotation on how it details the achieved details the perceived that philosophy of evidence was shown
contributed to the teachinglearning positive contribution positive contribution shows teaching that is
process.
to the teaching- to the teaching- considerable learner-centered in
learning process, as learning process, as overlap with, only 1 quarter
evidenced by the evidenced by the hence
Plus Factor
annotation
provided.
annotation provided. significantly
affecting the 0.0 0.0000
performance of
the actual
teaching learning
0.67% 0
process.

Timeless Submitted MOVs Submitted MOVs Submitted MOVs Submitted MOV/s No acceptable
were distributed were distributed were distributed was/were evidence was shown
across 4 quarters across 3 quarters across 2 quarters completed in only
1 quarter
0.67% 0

Total 100% Overall Ratings #DIV/0!

Adjective Ratings #DIV/0!

0 0 0
Ratee Rater Approving Authority
 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: 0
Rating Period: 0 Approving Authority: 0

SUMMARY
KRA Objectives Q E T MOVS No. of MOVs
1. Applied knowledge of content within and across curriculum teaching areas. (PPST 1.1.2)
/ 0

1. Content 2. Used a range of teaching strategies that enhance learner achievement in literacy and
Knowledge and numeracy skills. (PPST 1.4.2) / 0
Pedagogy

3. Applied a range of teaching strategies to develop critical and creative thinking, as well as other
higher-order thinking skills. (PPST 1.5.2) / 0

4. Managed classroom structure to engage learners,individually or in groups, in meaningful

exploration, discovery and hands-on activities within a range of physical learning environments. / 0
(PPST 2.3.2)
2. Learning
Environment & 5. Managed learner behavior constructively by applying positive and non-violent discipline to
Diversity of ensure learningfocused environments. (PPST 2.6.2) / 0
Learners
6. Used differentiated, developmentally appropriate learning experiences to address learners’
gender, needs, strengths, interests and experiences. (PPST 3.1.2) / 0

7. Planned, managed and implemented developmentally sequenced teaching and learning

processes to meet curriculum requirements and varied teaching contexts. (PPST 4.1.2) / 0

8. Participated in collegial discussions that use teacher and learner feedback to enrich teaching
3. Curriculum
Planning
practice. (PPST 4.4.2) 0

9. Selected, developed, organized and used appropriate teaching and learning resources,
including ICT, to address learning goals. (PPST 4.5.2) / 0

10. Designed, selected, organized and used diagnostic, formative and summative assessment
strategies consistent with curriculum requirements. (PPST 5.1.2) / 0

11. Monitored and evaluated learner progress and achievement using learner attainment data.
4. Assessment
and Reporting
(PPST 5.2.2) 0

12. Communicated promptly and clearly the learners’ needs, progress and achievement to key
stakeholders, including parents/guardians. (PPST 5.4.2) 0

13. Applied a personal philosophy of teaching that is learner-centered. (PPST 7.1.2)

5. Personal
0
Growth and
Professional 14. Set professional development goals based on the Philippine Professional Standards for
Development
Teachers. (PPST 7.5.2) 0

15. Performed various related works / activities that contribute to the teachinglearning process.
Plus Factor 0

Total: 0

0 0 0
Ratee Rater Approving Authority
 PART II: COMPETENCIES
Instructions: Please click the checkbox if you demonstrates the following Core Behavior Competencies
CORE BEHAVIORAL COMPETENCIES
Self-Management Teamwork
1. Sets personal goals and directions, needs and development. ✘ 1 1. Willingly does his/her share of responsibility. 0 ✘

2. Undertakes personal actions and behavior that are clear and purposive and takes into account
personal goals and values congruent to that of the organization. ✘
1 2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the organization. 0
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals. 0 3. Applies negotiation principles in arriving at win-win agreements. 0
4. Prioritizes work tasks and schedules (through Gantt chants, checklists, etc.) to achieve goals. 0 4. Drives consensus and team ownership of decisions. 0
5. Sets high quality, challenging, realistic goals for self and others. 0 and objectives.
5. Works constructively and collaboratively with others and across organizations to accomplish organization goals
0
Professionalism and Ethics Service Orientation
1. Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards
for Public Officials and Employees (RA 6713). 0 1. Can explain and articulate organizational directions, issues and problems. 0
2. Practices ethical and professional behavior and conduct taking into account the impact of his/her
actions and decisions. 0 2. Takes personal responsibility for dealing with and/or correcting customer service issues and concerns. 0
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good
grooming and communication. 0 3. Initiates activities that promote advocacy for men and women empowerment. 0
4. Makes personal sacrifices to meet the organization’s needs. 0 4.directions.
Participates in updating office vision, mission, mandates and strategies based on DepEd strategies and
0
5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve system
and help others improve their effectiveness. 0 5.service
Develops and adopts service improvement program through simplified procedures that will further enhance
delivery. 0
Results Focus Innovation

1. Achieves results with optimal use of time and resources most of the time. 0 1.suggests
Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes and
better ways to do things (cost and/or operational efficiency). 0
2. Avoids rework, mistakes and wastage through effective work methods by placing organizational
needs before personal needs.
3. Delivers error-free outputs most of the time by conforming to standard operating procedures correctly
0 2.create
Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal productivity to
higher value and results. 0
and consistently. Able to produce very satisfactory quality work in terms of usefulness/acceptability and
completeness with no supervision required.
0 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions. 0
4. Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on
new or more precise ways of meeting goals set. 0 4. Translates creative thinking into tangible changes and solutions that improve the work unit and organization. 0
5. Makes specific changes in the system or in own work methods to improve performance. Examples
may include doing something better, faster, at a lower cost, more efficiently, or improving quality,
customer satisfaction, morale, without setting any specific goal.
0 5.succeed
Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability to
with minimal resources. 0
 CORE SKILLS
Oral Communication Written Communication
1. Follow instruction accurately. 0 1. Business communication formats used the DepEd. 0
2.Expresses self clearly, fluently and articurately. 0 2. Writes routine correspondence/communications, narrative and descriptivereport based on readily available
information data with minimal spelling or grammatical error/s (e.g. memos, minutes, etc.) 0
3. Uses Appropriate medium for the message. 0 3. Secures information from required references (i.e. Directories, schedules, notices, instructions) for specific
purposes. 0
4. Adjust communication styles to others. 0 4. Self-edits words, numbers, phonetic notation and content, if necessary. 0
5. Guides discussion between and among peers to meet an objectives. 0 5. Demonstrates clarity, fluency, impact, conciseness and effectiveness in his/her written communications. 0
Computer/ICT Skills OVERALL COMPETENCY RATINGS
1. Prepares basic compositions (e.g.,letters, reports, spreadsheets and graphics presentation using
Word Processing and Excel. 0
2.Identifies different computer parts, turns the computer on/off, and work on a given task with
acceptable speed and accuracy and connects computer peripherals (e.g. printers, moderns, multimedia
projects, etc.)
0 CORE BEHAVIORAL COMPETENCIES 0.33

3. Prepares simple presentation using Powerpoint. 0 CORE SKILLS 0.00

4.Utilizes technologies to: access information to enhance professional productivity, assists in

conducting research and communicate through local and global professional networks. 0 OVERALL RATINGS 0.17

5. Recommends appropriate and updated technology to enhance productivity and professional practice. 0 ADJECTIVE RATING Rarely Demonstrates

Note: These competencies are monitored to inform professional development plans (DepEd Order No. 2, s. 2015, p. 9).

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 PART IV: DEVELOPMENT PLANS
Action Plan
(Recommended Developmental
Strengths Development Needs Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies

B. Core Behavioral Competencies

Feedback:
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