Eipcrfv4.2 - Leanillo Albert

Official Electronic IPCRF Tool v4.
2
Highly Proficient Regular Teacher
SY 2022-2023
School Ratee
Region: IV-A - CALABARZON Last Name: LEANILLO
Division: Cavite Province First Name: ALBERT
District/Municipality: MARAGONDON Middle Name: BERNARDINO
School ID: 301211 Employee ID: 5498086
CLC / School Name: PULO NI SARA INTEGRATED SCHOOL Position: Master Teacher I
School Type: Rural Employment Status: Regular Permanent
School Size: Medium DepEd Email: albert.leanillo@deped.gov.ph
Curricular Classification: Grade 7-10; Grade 11-12
MS Office Version: Not supported or Macro is disabled
Status:
Part 1:
Part 2:
* For privacy, rater/ratee may hide/unhide all the IPCRF Parts
Part 3:
Part 4:
Official Electronic IPCRF Tool v4.2
SY 2022-2023
PART 1: INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM
PRIVACY NOTICE:
By using this tool, you agree to authorize the Department of Education to collect, process, retain, and dispose of your personal information in accordance with the Data Privacy Act of 2012.
INSTRUCTIONS:
Part 1 shall be accomplished by the Rater during the Phase III: Performance Review and Evaluation of the RPMS Cycle. Fill in empty cells (white) with needed information about the rater and
approving authority.
COT Rating
Encode the COT rating per observation period by doing the following steps:
1) select the subject for COT; 2) input the COT rating per objective; and 3) input the date of observation.
QET Rating
Once all available COT ratings are inputted, encode your rating for Efficiency and Timeliness.
Note: This form automatically transmutes the COT rating to its corresponding in the RPMS 5-point scale.
When COT and QET ratings are encoded, click Finalize Part 1. Give the file copy to the teacher concerned. The teacher shall accomplish Parts 2 & 4.
Name of Employee: ALBERT B. LEANILLO * RATER Last Name: HUGO * First: RUBY Middle: ILAGAN
Position: Master Teacher I * Position: Assistant School Principal II * ID No.: 6355905
Bureau/Center/Service/Division: PULO NI SARA INTEGRATED SCHOOL - Cavite Province

* Date of Review: 7/23/2023 * DepEd Email: ruby.bautista008@deped.gov.ph
Rating Period: SY 2022-2023
COT 1 COT 2 COT 3 COT 4

COI/NCOI COT IPCRF Numerical Ratings
*Classroom Observable Weight per ACAD-HUMSS ACAD-HUMSS Adjectival
KRA Objectives PPST Indicator / Non- Indicator Ave Score
Classroom Observable Objective Rating
No. RPMS 5- RPMS 5- RPMS 5- RPMS 5-
Indicator Rating Rating Rating Rating Q E T Ave
pt Scale pt Scale pt Scale pt Scale
1 1 1.1.3 COI 7.00% 1 7 4 8 5 4.500 5 5 5.000 0.350 Outstanding
2 1.4.3 NCOI 7.00% 1 0.000 5 5 5.000 0.350 Outstanding
3 1.5.3 COI 7.00% 2 7 4 8 5 4.500 5 5 5.000 0.350 Outstanding
2 4 2.3.3 COI 7.00% 3 7 4 4.000 4 5 4.500 0.315 Outstanding
5 2.6.3 COI 7.00% 4 8 5 5.000 5 5 5.000 0.350 Outstanding
6 3.1.3 COI 7.00% 5 8 5 5.000 5 5 5.000 0.350 Outstanding
3 7 4.1.3 COI 7.00% 6 7 4 4.000 4 5 4.500 0.315 Outstanding
8 4.4.3 NCOI 7.00% 6 0.000 4 4 4.000 0.280 Very Satisfactory
9 4.5.3 NCOI 7.00% 6 0.000 4 4 4.000 0.280 Very Satisfactory
4 10 5.1.3 NCOI 7.00% 6 0.000 4 4 4.000 0.280 Very Satisfactory
5 13 7.1.3 NCOI 7.00% 6 0.000 4 4 4.000 0.280 Very Satisfactory
14 7.5.3 NCOI 7.00% 6 0.000 5 4 4 4.333 0.303 Very Satisfactory
Plus Factor 15 8.1 NCOI 2.00% 6 0.000 5 4 4 4.333 0.086 Very Satisfactory
Date Observed: 2023-03-23 2023-05-23 Final Rating 4.519
✔ ✔ Adjectival Rating Outstanding
Rater: Approving Authority:
RUBY I. HUGO * Last: HUGO * First: RUBY Middle: ILAGAN
Assistant School Principal II * Position: Assistant School Principal II * ID No.: 6355905 * Email: ruby.bautista008@deped.gov.ph
Note:
When COT and QET ratings are encoded, click Finalize Part 1.
Give the file copy to the teacher concerned. The teacher shall
accomplish Parts 2 & 4.
Official IPCRF Rating Encoding Form v4.2
SY 2022-2023
PART 2: CORE BEHAVIORAL COMPETENCIES

INSTRUCTIONS: Please tick the box of the competency indicators that you demonstrated during the performance cycle.
1. SELF-MANAGEMENT
1 Sets personal goals and directions, needs and development.

Undertakes personal actions and behavior that are clear and purposive and takes into account personal goals and values congruent to that of
2
the organization.
3 Displays emotional maturity and enthusiasm for and is challenged by higher goals.
4 Prioritizes work tasks and schedules (through Gantt charts, checklists, etc.) to achieve goals.
5 Sets high quality, challenging, realistic goals for self and others.
2. PROFESSIONALISM AND ETHICS

Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards for public officials and employees (RA
1
6713).
2 Practices ethical and professional behavior and conduct taking into account the impact of his/her actions and decisions.
3 Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good grooming and communication.
4 Makes personal sacrifices to meet the organization's needs.
5 Act with a sense of urgency and responsibility to meet the organization’s needs, improve system and help others improve their effectiveness.
3. RESULTS FOCUS
1 Achieves results with optimal use of time and resources most of the time.
2 Avoids rework, mistakes and wastage through effective work methods by placing organizational needs before personal needs.
Delivers error-free outputs most of the time by conforming to standard operating procedures correctly and consistently. Able to produce very
3
satisfactory quality work in terms of usefulness/acceptability and completeness with no supervision required.
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
4
set.
Makes specific changes in the system or in own work methods to improve performance. Examples may include doing something better, faster,
5
at a lower cost, more efficiently, or improving quality, customer satisfaction, morale, without setting any specific goal.
4. TEAMWORK
1 Willingly does his/her share of responsibility.
2 Promotes collaboration and removes barrier to teamwork and goal accomplishment across the organization.
3 Applies negotiation principles in arriving at win-win agreements.
4 Drives consensus and team ownership of decisions.
5 Works constructively and collaboratively with others and across organizations to accomplish organization goals and objectives.
5. SERVICE ORIENTATION
1 Can explain and articulate organizational directions, issues and problems.
2 Takes personal responsibility for dealing with and/or correcting customer service issues and concerns.
3 Initiates activities that promote advocacy for men and women empowerment.
4 Participates in updating office vision, mission, mandates and strategies based on DepEd strategies and directions.
5 Develops and adopts service improvement program through simplified procedures that will further enhance service delivery.
6. INNOVATION
Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes and suggests better ways to do things
1
(cost and/or operational efficiency).
2 Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal productivity to create higher value and results.
3 Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
4 Translates creative thinking into tangible changes and solutions that improve the work unit and organization.
5 Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability to succeed with minimal resources.
NOTE:
Click Finalize Part 2 to save your data. You can now
proceed to the preparation of the Part IV: Development
Plan, based on the results of Part 1 and Part 2 of the IPCRF.
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Regular Teachers in the Highly Proficient Stage P
Name of Employee: ALBERT B. LEANILLO Name of Rater: RUBY I. HUGO
Position: Master Teacher I Position: Assistant School Principal II
Bureau/Center/Service/Division: PULO NI SARA INTEGRATED SCHOOL - Cavite Province Date of Review: July 23, 2023
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Performance Indicators
Rating
Weight Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
MFOs KRAs Objectives Timeline Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic Education 1. Content 1. Modelled SY 2022- 7.00% Demonstrated Level 8 in the Demonstrated Level 7 in the Demonstrated Level 6 in the Demonstrated Level 5 in the Demonstrated Level 4 in the Demonstrated Level 8 in the
Services Knowledge and objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT
effective 2023
rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer rating sheets / inter-observer
Pedagogy applications of agreement forms agreement forms agreement forms agreement forms agreement forms agreement forms
content knowledge Quality or
within and across No acceptable evidence was
curriculum shown 5 5 5.000 0.350
teaching areas
(PPST 1.1.3)
Objective was met within the 0 Objective was met but 0 No acceptable evidence was Objective was met within the
Efficiency allotted time instruction exceeded the shown allotted time
allotted time
2. Evaluated with SY 2022- 7.00% Guided colleagues in the Synthesized discussions with Evaluated with colleagues Attended coaching and No acceptable evidence was Guided colleagues in the
planning for the evaluation of colleagues on the evaluation the effectiveness of teaching mentoring sessions/ shown planning for the evaluation of
colleagues the 2023
the effectiveness of teaching of effectiveness of teaching strategies that promote meetings/LAC sessions / the effectiveness of teaching
effectiveness of strategies that promote strategies that promote learner achievement in FGDs / other collegial strategies that promote
teaching strategies learner achievement in learner achievement in literacy and numeracy during discussions that evaluate learner achievement in
that promote literacy and numeracy during literacy and numeracy during meetings/LAC sessions / effectiveness of teaching literacy and numeracy during
learner meetings/LAC sessions / meetings/LAC sessions / FGDs / other collegial strategies that promote meetings/LAC sessions /
Quality FGDs / other collegial FGDs / other collegial discussions, as shown in learner achievement in FGDs / other collegial
achievement in discussions, as shown in discussions, as shown in MOV 2 literacy and numeracy, as discussions, as shown in
literacy and MOV 4 MOV 3 shown in MOV 1 MOV 4
numeracy (PPST
1.4.3) 5 5 5.000 0.350
Evaluated with colleagues Evaluated with colleagues Evaluated with colleagues Evaluated with colleagues No acceptable evidence was Evaluated with colleagues
the effectiveness of teaching the effectiveness of teaching the effectiveness of teaching the effectiveness of teaching shown the effectiveness of teaching
strategies that promote strategies that promote strategies that promote strategies that promote strategies that promote
learner achievement in learner achievement in learner achievement in learner achievement in learner achievement in
Timeliness literacy and numeracy across literacy and numeracy across literacy and numeracy across literacy and numeracy only 1 literacy and numeracy across
4 quarters 3 quarters 2 quarters quarter 4 quarters
3. Developed and SY 2022- 7.00% Demonstrated Level 8 in the Demonstrated Level 7 in the Demonstrated Level 6 in the Demonstrated Level 5 in the Demonstrated Level 4 in the Demonstrated Level 8 in the
objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT
applied effective 2023
teaching strategies agreement forms agreement forms agreement forms agreement forms agreement forms agreement forms
to promote critical Quality or
and creative No acceptable evidence was
thinking, as well as shown 5 5 5.000 0.350
other higher-order
thinking skills
(PPST 1.5.3)
allotted time
Page 5 of 16
Rating
per KRA QET
5 4 3 2 1 Q E T Ave
Basic Education 1. Content

2. Learning 1. Worked
4. Modelledwith SY 2022- 7.00% Demonstrated Level 8 in the Demonstrated Level 7 in the Demonstrated Level 6 in the Demonstrated Level 5 in the Demonstrated Level 4 in the Demonstrated Level 7 in the
Services Knowledge
Environmentand
& effective to objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT
colleagues 2023
Pedagogyof
Diversity applications
model of
and share agreement forms agreement forms agreement forms agreement forms agreement forms agreement forms
Learners content knowledge
effective or
Quality
within and across
techniques in the No acceptable evidence was
curriculum of
management shown 45 5 5.000 0.315
4.500 0.350
teaching areas
classroom
(PPST 1.1.3)
structure to engage
learners,
individually or in allotted time
groups, in
5. Exhibited SY 2022- 7% Demonstrated Level 8 in the Demonstrated Level 7 in the Demonstrated Level 6 in the Demonstrated Level 5 in the Demonstrated Level 4 in the Demonstrated Level 8 in the
effective and 2023
constructive agreement forms agreement forms agreement forms agreement forms agreement forms agreement forms
behavior Quality or
management skills No acceptable evidence was
by applying shown 5 5 5.000 0.350
positive and non-
violent discipline to
ensure learning-
focused allotted time
environments
6. Worked with SY 2022- 7% Demonstrated Level 8 in the Demonstrated Level 7 in the Demonstrated Level 6 in the Demonstrated Level 5 in the Demonstrated Level 4 in the Demonstrated Level 8 in the
colleagues to 2023
share agreement forms agreement forms agreement forms agreement forms agreement forms agreement forms
differentiated, Quality or
developmentally No acceptable evidence was
appropriate shown 5 5 5.000 0.350
opportunities to
address learners’
differences in
gender, needs, allotted time
strengths, interests
3. Curriculum and 7. Developed and SY 2022- 7% Demonstrated Level 8 in the Demonstrated Level 7 in the Demonstrated Level 6 in the Demonstrated Level 5 in the Demonstrated Level 4 in the Demonstrated Level 7 in the
Planning objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT objective as shown in COT
applied effective 2023
strategies in the agreement forms agreement forms agreement forms agreement forms agreement forms agreement forms
planning and Quality or
management of No acceptable evidence was
developmentally shown 4 5 4.500 0.315
sequenced
teaching and
learning processes
to meet curriculum allotted time
requirements and
Page 6 of 16
Rating
per KRA QET
5 4 3 2 1 Q E T Ave
Basic Education 1. Content 1. Reviewed

8. Modelled with SY 2022- 7.00%
7% Guided colleagues in Synthesized discussions with Reviewed with colleagues Planned for the conduct of No acceptable evidence was Synthesized discussions with
Services Knowledge and effective planning for coaching and colleagues on the review of teacher and learner feedback coaching and mentoring shown colleagues on the review of
colleagues, 2023
mentoring sessions, teacher and learner through coaching and sessions, meetings/LAC teacher and learner
Pedagogy applications
teacher of
and learner meetings/LAC sessions / feedback, as evidenced by mentoring sessions, sessions / FGDs / other feedback, as evidenced by
content knowledge
feedback to plan, FGDs / other collegial MOV 2 highlighting the meetings/LAC sessions / collegial discussions to MOV 2 highlighting the
within andand
facilitate across
enrich discussions to plan facilitate, agreements and FGDs / other collegial review teacher and learner agreements and
curriculumpractice
teaching and enrich their teaching recommendations during discussions, as evidenced by feedback, as evidenced by recommendations during 5 5 5.000 0.350
Quality practice through the use of coaching and mentoring MOV 2 MOV 1 coaching and mentoring
teaching4.4.3)
(PPST areas
teacher and learner sessions, meetings/LAC sessions, meetings/LAC
(PPST 1.1.3) feedback, as evidenced by sessions / FGDs / other sessions / FGDs / other
MOV 2 or MOV 3 collegial discussions collegial discussions
4 4 4.000 0.280
Facilitated collegial Facilitated collegial Facilitated collegial Facilitated collegial No acceptable evidence was Facilitated collegial
discussions that review discussions that review discussions that review discussion that review shown discussions that review
teacher and learner feedback teacher and learner feedback teacher and learner feedback teacher and learner feedback teacher and learner feedback
Timeliness with colleagues across 4 with colleagues across 3 with colleagues across 2 with colleagues in only 1 with colleagues across 3
quarters quarters quarters quarter quarters
9. Advised and SY 2022- 7% Guided colleagues in Synthesized discussions with Advised and guided Attended coaching and No acceptable evidence was Synthesized discussions with
planning for the selection, colleagues on the selection, colleagues in the selection, mentoring sessions/ shown colleagues on the selection,
guided colleagues 2023
organization, development organization, development organization, development meetings/LAC sessions / organization, development
in the selection, and use of appropriate and use of appropriate and use of appropriate FGDs / other collegial and use of appropriate
organization, teaching and learning teaching and learning teaching and learning discussions on the selection, teaching and learning
development and resources, including ICT, to resources, including ICT, to resources, including ICT, to organization, development resources, including ICT, to
use of appropriate address specific learning address specific learning address specific learning and use of appropriate address specific learning
goals, during coaching and goals, during coaching and goals during coaching and teaching and learning goals, during coaching and
teaching and mentoring sessions/ mentoring sessions/ mentoring sessions/ resources, including ICT, to mentoring sessions/
learning resources, Quality
meetings/LAC sessions / meetings/LAC sessions / meetings/LAC sessions / address specific learning meetings/LAC sessions /
including ICT, to FGDs / other collegial FGDs / other collegial FGDs / other collegial goals, as shown in MOV 1 FGDs / other collegial 4 4 4.000 0.280
address specific discussions, as shown in discussions, as shown in discussions, as shown in discussions, as shown in
MOV 4 MOV 3 MOV 2 MOV 3
learning goals
(PPST 4.5.3)
Advised and guided Advised and guided Advised and guided Advised and guided No acceptable evidence was Advised and guided
Timeliness colleagues across 4 quarters colleagues across 3 quarters colleagues across 2 quarters colleagues in only 1 quarter shown colleagues across 3 quarters
4. Assessment 10. Worked SY 2022- 7% Guided colleagues in Synthesized discussions with Conducted coaching and Planned for the conduct of No acceptable evidence was Synthesized discussions with
and Reporting planning for the review of the colleagues on the design, mentoring sessions/ coaching and mentoring shown colleagues on the design,
collaboratively with 2023
design, selection, selection, organization and meetings/LAC sessions / sessions/ meetings/LAC selection, organization and
colleagues to organization and use of a use of a range of effective FGDs / other collegial sessions / FGDs / other use of a range of effective
review the design, range of effective diagnostic, diagnostic, formative and discussions to review the collegial discussions to diagnostic, formative and
selection, formative and summative summative assessment design, selection, review the design, selection, summative assessment
organization and assessment strategies strategies consistent with organization and use of a organization and use of a strategies consistent with
consistent with curriculum curriculum requirements, range of effective diagnostic, range of effective diagnostic, curriculum requirements,
use of a range of requirements during during coaching and formative and summative formative and summative during coaching and
effective coaching and mentoring mentoring sessions/ assessment strategies assessment strategies mentoring sessions/
diagnostic, Quality sessions/ meetings/LAC meetings/LAC sessions / consistent with curriculum consistent with curriculum meetings/LAC sessions /
formative and sessions / FGDs / other FGDs / other collegial requirements, as evidenced requirements, as evidenced FGDs / other collegial
summative collegial discussions, as discussions, as evidenced by by the MOV 4 or MOV 3 by the MOV 1 or MOV 2 discussions, as evidenced by 4 4 4.000 0.280
evidenced by MOV 5 or MOV MOV 4 or MOV 3 MOV 4 or MOV 3
assessment 4
strategies
consistent with
curriculum
requirements
(PPST 5.1.3)
Page 7 of 16
selection,
organization and
use of a range of
effective
diagnostic,
formative and
summative 4 4 4.000 0.280
assessment
strategies Performance Indicators
consistent with Rating
MFOs KRAs curriculum
Objectives Timeline Actual Results Score
per KRA QET
requirements
(PPST 5.1.3) 5 4 3 2 1 Q E T Ave
Basic Education 1. Content 1. Modelled SY 2022- 7.00% Worked collaboratively with Worked collaboratively with Worked collaboratively with Worked collaboratively with No acceptable evidence was Worked collaboratively with
Services Knowledge and effective 2023 Timeliness colleagues across 4 quarters colleagues across 3 quarters colleagues across 2 quarters colleagues in only 1 quarter shown colleagues across 3 quarters
Pedagogy applications of
content
11. knowledge SY 2022-
Interpreted 7% Guided colleagues in the Synthesized discussions with Conducted coaching and Planned for the conduct of No acceptable evidence was Guided colleagues in the
within and across planning for the application of colleagues on monitoring and mentoring sessions/ coaching and mentoring shown planning for the application of
collaboratively 2023
results of interpretation of evaluation of strategies of meetings/LAC sessions / sessions/ meetings/LAC results of interpretation of 5 5 5.000 0.350
curriculum and
monitoring monitoring and evaluation attainment data during FGDs / other collegial sessions / FGDs / other monitoring and evaluation
teaching areas
evaluation strategies of attainment data coaching and mentoring discussions to interpret collegial discussions to strategies of attainment data
(PPST 1.1.3)
strategies of to support learner progress sessions/ meetings/LAC collaboratively monitoring interpret collaboratively to support learner progress
attainment data to and achievement during sessions / FGDs / other and evaluation strategies of monitoring and evaluation and achievement during
coaching and mentoring collegial discussions as attainment data, as strategies of attainment data, coaching and mentoring
support learner sessions/ meetings/LAC evidenced by MOV 4 or MOV evidenced by the MOV 4 or as evidenced by the MOV 1 sessions/ meetings/LAC
progress and Quality
sessions / FGDs / other 3 MOV 3 or MOV 2 sessions / FGDs / other
achievement collegial discussions, as collegial discussions, as
(PPST 5.2.3) evidenced by MOV 5 or MOV evidenced by MOV 5 or MOV
5 4 4.500 0.315
4 4
Collaborated with colleagues Collaborated with colleagues Collaborated with colleagues Collaborated with colleagues No acceptable evidence was Collaborated with colleagues
in the interpretation of in the interpretation of in the interpretation of in the interpretation of shown in the interpretation of
attainment data across 4 assessment data across 3 assessment data across 2 assessment data in only 1 assessment data across 3
Timeliness quarters quarters quarters quarter quarters
12. Applied skills in SY 2022- 7% Utilized effective strategies to Utilized effective strategies to Utilized effective strategies to Utilized effective strategies to No acceptable evidence was Utilized effective strategies to
communicate learner needs, communicate learner needs, communicate learner needs, communicate learner needs, shown communicate learner needs,
the effective 2023
progress and achievement to progress and achievement to progress and achievement to progress and achievement to progress and achievement to
communication of wider-school community parents / guardians as internal stakeholders (e.g., co- learners within the class as wider-school community
learner needs, stakeholders as evidenced evidenced by submitted MOV teachers, school leaders, non- evidenced by submitted MOV stakeholders as evidenced
progress and Quality
by submitted MOV teaching staff) as evidenced by submitted MOV
achievement to key by submitted MOV
stakeholders,
including 5 4 4.500 0.315
parents/guardians
(PPST 5.4.3)
Showed application of skills Showed application of skills Showed application of skills Showed application of skills No acceptable evidence was Showed application of skills
in the effective in the effective in the effective in the effective shown in the effective
communication of learner communication of learner communication of learner communication of learner communication of learner
Timeliness needs, progress and needs, progress and needs, progress and needs, progress and needs, progress and
achievement across 4 achievement across 3 achievement across 2 achievement in only 1 quarter achievement across 3
quarters quarters quarters quarters
5. Personal 13. Manifested a SY 2022- 7% Submitted MOV that details Submitted MOV that reflects Submitted MOV that shows Submitted MOV that No acceptable evidence was Submitted MOV that reflects
Growth and the consistent involvement of involvement of learners in the the application of a personal indicates a personal shown involvement of learners in the
learner-centered 2023
learners in the teaching- teaching- learning process philosophy of teaching that is philosophy of teaching that is teaching- learning process
Professional teaching learning process resulting resulting from the application learner-centered not learner- centered resulting from the application
Development philosophy in from the application of a of a personal philosophy of of a personal philosophy of
various aspects of Quality personal philosophy of teaching that is learner- teaching that is learner-
practice and teaching that is learner- centered centered
centered 4 4 4.000 0.280
support colleagues
in enhancing their
own learner-
Applied a personal Applied a personal Applied a personal Applied a personal No acceptable evidence was Applied a personal
centered teaching
philosophy of teaching that is philosophy of teaching that is philosophy of teaching that is philosophy of teaching that is shown philosophy of teaching that is
philosophy (PPST Timeliness learner- centered across 4 learner- centered across 3 learner-centered across 2 learner- centered across 1 learner- centered across 3
7.1.3) quarters quarters quarters quarters quarters
Page 8 of 16
Rating
per KRA QET
5 4 3 2 1 Q E T Ave
Basic Education 1. Content 1. Modelled

14. Reflected on SY 2022- 7.00%
7% Updated professional Discussed progress on Set professional Accomplished the e-SAT at No acceptable evidence was Updated professional
Services Knowledge and effective development goals during professional development development goals based on the beginning of the school shown development goals during
the Philippine 2023
Phase II of the RPMS Cycle goals with the rater during e-SAT results as evidenced year as evidenced by MOV 1 Phase II of the RPMS Cycle
Professional
Quality as evidenced by MOV 5 the mid-year review as by MOV 2 or MOV 3 as evidenced by MOV 5
content knowledge
Standards for evidenced by MOV 4
within andtoacross
Teachers plan
curriculum
personal 5 5 5.000 0.350
5 4 4 4.333 0.303
teaching areas Submitted 4 acceptable Submitted 3 acceptable Submitted 2 acceptable Submitted 1 acceptable MOV No acceptable evidence was Submitted 3 acceptable
professional Efficiency MOVs MOVs MOVs shown MOVs
(PPST 1.1.3) goals
development
All submitted MOVs were Three (3) of the submitted Two (2) of the submitted Only one (1) of the submitted No acceptable evidence was Three (3) of the submitted
and assist
accomplished within the MOVs were accomplished MOVs were accomplished MOVs was accomplished shown MOVs were accomplished
colleagues in Timeliness prescribed RPMS Phase within the prescribed RPMS within the prescribed RPMS within the prescribed RPMS within the prescribed RPMS
planning and Phase Phase Phase Phase
achieving their own
Page 9 of 16
Rating
per KRA QET
5 4 3 2 1 Q E T Ave
Basic Education 1. Content

Plus Factor 1. Modelled
15. Performed SY 2022- 7.00%
2% Performed at least 1 related Performed at least 1 related Performed at least 1 related Performed at least 1 related No acceptable evidence was Performed at least 1 related
Services Knowledge and effectiverelated work / activity that work / activity that work / activity that work / activity that shown work / activity that
various 2023
contributed to the teaching- contributed to the teaching- contributed to the teaching- contributed to the teaching- contributed to the teaching-
works/activities learning process beyond the learning process within the learning process within the learning process within the learning process beyond the
content
that knowledge
contribute to school / Community Learning school / Community Learning learning area / department as class as evidenced by school / Community Learning
within
the and across
teaching- Quality Center (CLC) as evidenced Center (CLC) as evidenced evidenced by submitted MOV submitted MOV Center (CLC) as evidenced
curriculum
learning process by submitted MOV by submitted MOV by submitted MOV 5 5 5.000 0.350
teaching8.1)
(PPST areas
(PPST 1.1.3)
Submitted MOV that details Submitted MOV that details Submitted MOV that shows Submitted MOV that shows No acceptable evidence was Submitted MOV that details 5 4 4 4.333 0.086
the achieved positive the perceived positive reasonable interlap with the considerable overlap with, shown the perceived positive
contribution to the teaching- contribution to the teaching- actual teaching- learning hence significantly affecting contribution to the teaching-
learning process, as learning process, as process, as evidenced by the the performance of the actual learning process, as
Efficiency evidenced by the annotation evidenced by the annotation annotation provided. teaching-learning process. evidenced by the annotation
provided. provided. provided.
Submitted MOVs were Submitted MOVs were Submitted MOVs were Submitted MOV/s was/were No acceptable evidence was Submitted MOVs were
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters completed in only 1 quarter shown distributed across 3 quarters
RATING FOR OVERALL ACCOMPLISHMENTS Outstanding 4.519
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
ALBERT B. LEANILLO RUBY I. HUGO RUBY I. HUGO

Ratee Rater Approving Authority
Page 10 of 16
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
2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the organization.
goals and values congruent to that of the organization.
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals.
5 3. Applies negotiation principles in arriving at win-win agreements.
4
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
5. Sets high quality, challenging, realistic goals for self and others.
goals and objectives.
Professionalism and Ethics Service Orientation
1. Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards for
1. Can explain and articulate organizational directions, issues and problems.
Public Officials and Employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking into account the impact of his/her actions
2. Takes personal responsibility for dealing with and/or correcting customer service issues and concerns.
and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good grooming 5 3. Initiates activities that promote advocacy for men and women empowerment.
4
and communication.
4. Participates in updating office vision, mission, mandates and strategies based on DepEd strategies and
4. Makes personal sacrifices to meet the organization’s needs.
directions.
5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve system and help 5. Develops and adopts service improvement program through simplified procedures that will further enhance
others improve their effectiveness. service delivery.
Results Focus Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes and
1. Achieves results with optimal use of time and resources most of the time.
suggests better ways to do things (cost and/or operational efficiency).
2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal productivity
before personal needs. to create 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 no supervision required.
4 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions. 5
4. Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new or
4. Translates creative thinking into tangible changes and solutions that improve the work unit and organization.
more precise ways of meeting goals set.
5. Makes specific changes in the system or in own work methods to improve performance. Examples may
5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability to
include doing something better, faster, at a lower cost, more efficiently, or improving quality, customer
succeed with minimal resources.
satisfaction, morale, 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 AND REVIEW FORM (IPCRF) SUMMARY SHEET
Regular Teachers in the Highly Proficient Stage
Name of Employee: ALBERT B. LEANILLO Name of Rater: RUBY I. HUGO
Position: Master Teacher I Position: Assistant School Principal II
Bureau/Center/Service/Division: Date
PULO NI SARA INTEGRATED SCHOOL - Cavite of Review:
Province July 23, 2023
PART III. SUMMARY OF RATINGS FOR DISCUSSION

Weight per Weight per Numerical Ratings Adjectival
KRA Objectives Objective
Score
KRA Q E T Ave Rating
KRA 1 21% Objective 1 7% 5 5 5.000 0.350 Outstanding
Objective 2 7% 5 5 5.000 0.350 Outstanding
Objective 8 7% 4 4 4.000 0.280 Very Satisfactory
Objective 9 7% 4 4 4.000 0.280 Very Satisfactory
KRA 4 21% Objective 10 7% 4 4 4.000 0.280 Very Satisfactory
KRA 5 14% Objective 13 7% 4 4 4.000 0.280 Very Satisfactory
Objective 14 7% 5 4 4 4.333 0.303 Very Satisfactory
Plus Factor 2% Objective 15 2% 5 4 4 4.333 0.086 Very Satisfactory
FINAL PERFORMANCE Final Rating 4.519

Accomplishments of KRAs and Objectives
RESULTS Adjectival Rating Outstanding
Page 12 of 16
PART III. SUMMARY OF RATINGS FOR DISCUSSION
Weight per Weight per Numerical Ratings Adjectival
KRA Objectives Objective
Score
KRA Q E T Ave Rating
Ratee Rater Approving Authority
Page 13 of 16
PART IV: DEVELOPMENT PLANS
NOTE:
This sheet shall be accomplished during: i) Phase I: Performance Planning and Commitment, based on the results of e-SAT; and ii) Phase II:
Performance Monitoring and Coaching, based on the agreements on the Performance Monitoring and Coaching Form and Mid-year
Review Form; and iii) Phase IV: Performance Rewarding and Development Planning, based on the actual results of IPCRF.
Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies
Modelled effective applications Reviewed with colleagues, To review with colleagues, Attend training and work shop March - June School head and other
of content knowledge within teacher and learner feedback teacher and learner feedback to facilitate and enrich teaching Semestral break resourses
and across curriculum teaching to plan, facilitate and enrich to plan, facilitate and enrich practice and strategies. School head and other
areas (PPST 1.1.3) teaching practice (PPST 4.4.3) teaching practice reourses…
Evaluated with colleagues the Advised and guided colleagues To advise and guide colleagues Invite resource speakers to March - June School head, Mentors and other
effectiveness of teaching in the selection, organization, in the selection, organization, facilitate seminars and training Semestral break available resources like books,
strategies that promote learner development and use of development and use of on appropriate teaching and internet sites etc.
achievement in literacy and appropriate teaching and appropriate teaching and learning resources including ICT
numeracy (PPST 1.4.3) learning resources, including learning resources, including to be able to address specific
ICT, to address specific learning ICT, to address specific learning learning goals.
goals (PPST 4.5.3) goals.
Developed and applied Worked collaboratively with To work collaboratively with Attend training and seminars March - June School head, Mentors and other
effective teaching strategies to colleagues to review the colleagues to review the on how to work collaboratively Semestral break available resources like books,
promote critical and creative design, selection, organization design, selection, organization on effective diagnostic, internet sites etc.
thinking, as well as other higher- and use of a range of effective and use of a range of effective formative and summative
order thinking skills (PPST diagnostic, formative and diagnostic, formative and assessment strategies
1.5.3) summative assessment summative assessment consistent with curicullum
strategies consistent with strategies consistent with requirements
curriculum requirements (PPST curicullum requirements.
5.1.3)
Exhibited effective and Manifested a learner-centered To manifest a learner-centered Invite resource speakers to March - June School head, Mentors and other optional
constructive behavior teaching philosophy in various teaching philosophy in various facilitate seminars and training Semestral break available resources like books,
management skills by applying aspects of practice and support aspects of practice and support on learner-centered practice internet sites etc.
positive and non-violent colleagues in enhancing their colleagues in enhancing their and strategy.
discipline to ensure learning- own learner-centered teaching own learner-centered teaching.
focused environments (PPST philosophy (PPST 7.1.3)
2.6.3)
Page 14 of 16
Action Plan
A. Functional
Worked Competencies
with colleagues to
share differentiated,
developmentally appropriate
opportunities to address
learners’ differences in gender,
needs, strengths, interests and
experiences (PPST 3.1.3)
B. Core Behavioral Competencies

Self-Management Results Focus To avoid rework, mistakes and
Participate in Learning March - June laptop/Desktop, Online
wastage through effective work
Action Cell (LAC), undergo Resources, Books
methods by placing structured mentoring and
organizational needs before coaching technical
personal needs. Assistance and attend
seminars and workshops
Professionalism and Ethics Teamwork To drive concensus and team Participate in Learning March - June laptop/Desktop, Online
ownership of descision. Action Cell (LAC), undergo Resources, Books
structured mentoring and
coaching technical
Assistance and attend
seminars and workshops
Innovation Service Orientation To initiate activities that To strengthen the March - June laptop/Desktop, Online
promote advocay for men and knowledge and skil in order Resources, Books
women empowerment to respond and meet the
needs and expectations.

RATEE RATER APPROVING AUTHORITY
Page 15 of 16
NOTE:
Action Plan
NOTE: Competencies
A. Functional
Finalize Part 1 or 2 to start using this form. Functional and Core Behavioral Competencies will appear automatically in
the Strengths and Development Needs columns prioritized based on your finalized average ratings.
When all Parts of the IPCRF are accomplished, the Ratee must submit the file copy of his or her Electronic IPCRF tool to
the Department Head or School Head for the school-wide consolidation. He or she must print all the pages of this form
and submit to the Personnel Division of the school to be attached to his or her 201 personnel file.
Page 16 of 16

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Official Electronic IPCRF Tool v4.

Position: Master Teacher I * Position: Assistant School Principal II * ID No.: 6355905

Bureau/Center/Service/Division: PULO NI SARA INTEGRATED SCHOOL - Cavite Province

Rating Period: SY 2022-2023

COT 1 COT 2 COT 3 COT 4

Rater: Approving Authority:

RUBY I. HUGO * Last: HUGO * First: RUBY Middle: ILAGAN

PART 2: CORE BEHAVIORAL COMPETENCIES

1 Sets personal goals and directions, needs and development.

2. PROFESSIONALISM AND ETHICS

4 Makes personal sacrifices to meet the organization's needs.

1 Willingly does his/her share of responsibility.

3 Applies negotiation principles in arriving at win-win agreements.

4 Drives consensus and team ownership of decisions.

1 Can explain and articulate organizational directions, issues and problems.

Position: Master Teacher I Position: Assistant School Principal II

Rating Period: SY 2022-2023

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

Basic Education 1. Content

Basic Education 1. Content 1. Reviewed

Basic Education 1. Content 1. Modelled

Basic Education 1. Content

RATING FOR OVERALL ACCOMPLISHMENTS Outstanding 4.519

ADJECTIVAL RATING EQUIVALENCES

ALBERT B. LEANILLO RUBY I. HUGO RUBY I. HUGO

PART III. SUMMARY OF RATINGS FOR DISCUSSION

FINAL PERFORMANCE Final Rating 4.519

ALBERT B. LEANILLO RUBY I. HUGO RUBY I. HUGO

B. Core Behavioral Competencies

ALBERT B. LEANILLO RUBY I. HUGO RUBY I. HUGO

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