Republic of the Philippines

Department of Education

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW

(IPCRF) PART I-IV
SY 2019-2020
This form is an Excel-based version of the Part I-IV of the Individual Performance Com
(IPCRF) as prescribed in the DepEd Order No. 2, s. 2015. It is intended to assist Teachers/R
their IPCRF forms at different RPMS phases, e.g. Individual Performance Commitment and
Development Plan during Performance Planning and Commitment phase, accomplished I
rating during Performance Review and Evaluation phase. The data gathered using this too
identifying the needs of teachers and in providing appropriate interventions.
This tool shall be accomplished by each teacher. When all Parts I-IV are accomplished,
and submit this tool, with the Portfolio, to the Rater for final review and assessment.

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

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

COT for RPMS-Proficient & COT for RPMS-Highly Proficient

This is where you will encode the ratings that youhave obtained in all the Classroom Obse
reflected in the Classroom Observation Tool (COT) Rating Sheets. The sheet is partially loc
Learning Area, and the spaces for ratings) are unlocked for encoding. The sheet automatic
transmuted rating of your COT ratings, which will be the rating for Quality for the classroo
RPMS. The final rating is automatically reflected in the IPCRF-Part 1 and IPCRF-Part 3.

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

This is where you will encode your IPCRF rating per objective, by QET. The sheet is partial
(Information box on top, spaces for selected QET ratings, and name of Approving Authori
encoding. The sheet automatically computes for the Average and Score per Objective and
are automatically reflected in the IPCRF-Part 3 sheet.

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

This sheet contains the Core Behavioral Competencies, where you will encode the results
behavioral competencies. Indicate the total number of competency indicators that you ha
This is where you will encode your IPCRF rating per objective, by QET. The sheet is partial
(Information box on top, spaces for selected QET ratings, and name of Approving Authori
encoding. The sheet automatically computes for the Average and Score per Objective and
are automatically reflected in the IPCRF-Part 3 sheet.

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

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

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

This sheet, the Individual Performance Commitment Review Form Summary Sheet, shows
by QET, your Average and Score per Objective, and your Final Rating for the performance
automatically generated from the encoded information and ratings in the IPCRF-Part 1 sh

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

This sheet will contain your IPCRF-Development Plan. This sheet is completely unlocked. U
strengths and development needs, and the corresponding action plan, timeline, and reso
of your e-SAT prior to the RPMS Cycle. You may update your Development Plan based on
review and evaluation during RPMS Phase IV.

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

2. Click Enable editing when a prompt appears.

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

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

B. Encoding COT Ratings (in the COT for RPMS Sheet)

1. Encode your Name and Learning Area.

2. Input your all COT Ratings for the Classroom Observation period(s) you have been o
the transmuted RPMS Rating for Quality for the classroom-observable Objectives base
encoded (e.g., from at least 1 COT and up to at most 4).
If you only have 2 COTs, you just need to encode the ratings under COT 1 an
blank.

C. Encoding IPCRF Ratings

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

2. Input the Name of Employee/Ratee, Position, Bureau/Center/Service/Division, Rati

of Rater, Date of Review. Position field for RATEE has drop-down options.
3. Input the QET ratings for each objective. Note that only a certain number of cells ar
cannot be blank.
4. Double check if all ratings in the necessary QET columns are filled in. Ensure that Fin
Ratings reflect on the space for Rating for Overall Accomplishments at the bottom of th

5. Encode the name of the Approving Authority in the space provided at the bottom o

D. Accomplishing the Competencies Part of the IPCRF

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

D. Preparing the Development Plans

1. Open the IPCRF-Part 4 sheet to begin encoding.
D. Accomplishing the Competencies Part of the IPCRF
1. Open the IPCRF-Part 2 sheet to begin encoding.

2. Input the number of competency indicators (1, 2, 3, 4, or 5) for each of the 6 catego
Competencies that you have demonstrated during the performance cycle.

D. Preparing the Development Plans

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

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

E. Submitting IPCRF Parts I-IV to your Rater

Print all 5 sheets: COT for RPMS; and IPCRF-Parts 1-4 that you have accomplished, in t
Submit these to your Rater, together with your RPMS Portfolio. There will be a face-to-fac
the Ratee and the Rater.

T1-T3?
Begin.
This Excel-based file is developed by:

MR. ANGELO UY
Head Teacher III-Mathematics Department
Jacobo Z. Gonzales Memorial National High School
Schools Division Office of Biñan City
ation

T AND REVIEW FORM

Performance Commitment and Review Form

to assist Teachers/Ratees in the preparation of
ce Commitment and Review Form (IPCRF) and
ase, accomplished IPCRF with computed final
hered using this tool will help the Rateer in
ntions.
V are accomplished, the teacher should print
nd assessment.

cel Workbook has 11 viewable sheets:

he Classroom Observation periods (COT 1-4) as

heet is partially locked and only certain parts (Name,
The sheet automatically computes for the average
lity for the classroom observable objectives in the
d IPCRF-Part 3.

The sheet is partially locked and only certain parts

Approving Authority at the bottom) are unlocked for
e per Objective and the Overall Rating, which, in turn,

encode the results of the assessment of your core

dicators that you have demonstrated during the
 The sheet is partially locked and only certain parts
Approving Authority at the bottom) are unlocked for
e per Objective and the Overall Rating, which, in turn,

encode the results of the assessment of your core

dicators that you have demonstrated during the
and only the spaces where will you encode the
havioral Competencies are unlocked for encoding.
Management, Professionalism and Ethics).

mary Sheet, shows your IPCRF rating per objective and

or the performance cycle. Data in this sheet are
the IPCRF-Part 1 sheet.

mpletely unlocked. Use this sheet to encode your

timeline, and resources needed based on the results
ment Plan based on the results of your performance

then click Begin at the bottom to start.

(s) you have been observed. The Sheet computes for

ble Objectives based on the COT rating that you

ngs under COT 1 and COT 2. Leave COT 3 and COT 4

rvice/Division, Rating Period, Name of Rater, Position

ons.
n number of cells are editable on this sheet and these

d in. Ensure that Final Numerical and Adjectival

at the bottom of the sheet.

ded at the bottom of the sheet.

each of the 6 categories of Core Behavioral

cle.
each of the 6 categories of Core Behavioral
cle.

ctional Competencies (RPMS Objectives in

jectives and Interventions), timeline, and

accomplished, in the required number of copies.

will be a face-to-face validation of the IPCRF between

? MT1-MT4?
. Begin.
 COT COMPUTATION FOR RPMS QUALITY (TI/TII/TIII)
Name of Teacher: Learning Area:
COT 1 COT 2 COT 3 COT 4 RPMS-IPCRF
COT Indicator
No. COT RPMS 5- COT RPMS 5- COT RPMS 5- COT RPMS 5- RPMS Rating for QUALITY Objective
Rating pt Scale Rating pt Scale Rating pt Scale Rating pt Scale No. PROTECTED AREA for RPMS Rati
(A) (B) (C) (D) (E) (F) (G) (H) (I) (J) (K) (L)
1 6 4 7 5 7 5 0 4.667 5 1 4 5
2 7 5 6 4 6 4 0 4.333 4 2 5 4
3 7 5 6 4 7 5 0 4.667 5 3 5 4
4 7 5 7 5 7 5 0 5.000 5 4 5 5
5 7 5 7 5 7 5 0 5.000 5 5 5 5
6 6 4 6 4 4.000 4 6 4 0
7 6 4 7 5 7 5 0 4.667 5 7 4 5
8 6 4 4.000 4 9 0 4
9 0 0.000 1 10 0 0
ECTED AREA for RPMS Rating For Quality

5 0 4.666667
4 0 4.333333
5 0 4.666667
5 0 5
5 0 5
4 0 4
5 0 4.666667
0 0 4
0 0 0
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III
Name of Employee: MICHAEL LADION CLAMOHOY Name of Rater: BIENVENIDO L. RUEDAS, JR.

Position: TEACHER I Position: PRINCIPAL 1

Bureau/Center/Service/Division: GSC NAT'L. SECONDARY SCHOOL OF ARTS & TRADES EXTENSION Date of Review: July 30, 2020

Rating Period: June 2019 - March 2020

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

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 1. Content 1. Applied June 2019 22.50% Quality Showed knowledge of Showed knowledge of Showed knowledge of Showed knowledge of No acceptable evidence Showed knowledge of
content and its content and its content and its content and its was shown content and its
Education Knowledge and knowledge of - March
integration within and integration within and integration within and integration within and integration within and
Services Pedagogy content within and 2020 across subject areas as across subject areas as across subject areas as across subject areas as across subject areas as
across curriculum shown in the Main MOV shown in the Main MOV shown in the Main MOV shown in the Main MOV shown in the Main MOV
teaching areas. with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4 with a rating of 7

Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence Submitted 3 Main MOV, 5 4 4.500 0.337
each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown each with any 1 of the
Supporting MOV Supporting MOV Supporting MOV Supporting MOV Supporting MOV
 Timeliness

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 2. Used a range of June 2019 Quality Facilitated using Facilitated using Facilitated using Facilitated using No acceptable evidence Facilitated using
different teaching different teaching different teaching different teaching was shown different teaching
Education teaching strategies - March strategies that promote strategies that promote strategies that promote strategies that promote strategies that promote
Services that enhance 2020 reading, writing and/or reading, writing and/or reading, writing and/or reading, writing and/or reading, writing and/or
learner numeracy skills as numeracy skills as numeracy skills as numeracy skills as numeracy skills as
achievement in shown in the Main MOV shown in the Main MOV shown in the Main MOV shown in the Main MOV shown in the Main MOV
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4 with a rating of 6
literacy and
numeracy skills.

Efficiency Submitted 4 Main MOV, Submitted 2 Main MOV, Submitted 3 Main MOV, Submitted 1 Main MOV No acceptable evidence Submitted 2 Main MOV,
each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown each with any 1 of the 4 4 4.000 0.300
Supporting MOV Supporting MOV Supporting MOV Supporting MOV Supporting MOV

Timeliness

Basic 3. Applied a range June 2019 Quality Used different teaching Used different teaching Used different teaching Used different teaching No acceptable evidence Used different teaching
strategies that develop strategies that develop strategies that develop strategies that develop was shown strategies that develop
Education of teaching - March critical and/or creative critical and/or creative critical and/or creative critical and/or creative critical and/or creative
Services strategies to 2020 thinking, as well as other thinking, as well as other thinking, as well as other thinking, as well as other thinking, as well as other
develop critical and HOTS as shown in the HOTS as shown in the HOTS as shown in the HOTS as shown in the HOTS as shown in the
creative thinking, Main MOV with a rating Main MOV with a rating Main MOV with a rating Main MOV with a rating Main MOV with a rating
of 7 of 6 of 5 of 4 of 7
as well as other
higher-order
thinking skills.

Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence Submitted 3 Main MOV, 5 4 4.500 0.337
each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown each with any 1 of the
Supporting MOV Supporting MOV Supporting MOV Supporting MOV Supporting MOV
 Timeliness

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 2. Learning 4. Managed June 2019 22.50% Quality Used classroom Used classroom Used classroom Used classroom No acceptable evidence Used classroom
management strategies management strategies management strategies management strategies was shown management strategies
Education Environment classroom structure - March
that engage learners in that engage learners in that engage learners in that engage learners in that engage learners in
Services and Diversity of to engage learners, 2020 activities/ tasks as activities/ tasks as activities/ tasks as activities/ tasks as activities/ tasks as
Learners individually or in shown in the Main MOV shown in the Main MOV shown in the Main MOV shown in the Main MOV shown in the Main MOV
groups, in with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4 with a rating of 7
meaningful
exploration,
discovery and
hands-on activities
within a range of Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence Submitted 3 Main MOV, 5 4 4.500 0.337
physical learning each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown each with any 1 of the
Supporting MOV Supporting MOV Supporting MOV Supporting MOV Supporting MOV
environments.

Timeliness

Basic 5. Managed learner June 2019 Quality Applied teacher Applied teacher Applied teacher Applied teacher No acceptable evidence Applied teacher
management strategies management strategies management strategies management strategies was shown management strategies
Education behavior - March of learner behavior that of learner behavior that of learner behavior that of learner behavior that of learner behavior that
Services constructively by 2020 promote positive and promote positive and promote positive and promote positive and promote positive and
applying positive non-violent discipline as non-violent discipline as non-violent discipline as non-violent discipline as non-violent discipline as
and non-violent shown in the MOV with shown in the MOV with shown in the MOV with shown in the MOV with shown in the MOV with
a rating of 7 a rating of 6 a rating of 5 a rating of 4 a rating of 7
discipline to ensure
learning-focused
environments.

5 4 4.500 0.337
 5 4 4.500 0.337

Efficiency Submitted 4 COT rating Submitted 3 COT rating Submitted 2 COT rating Submitted 1 COT rating No acceptable evidence Submitted 3 COT rating
sheets/inter- observer sheets/inter- observer sheets/inter- observer sheet/inter- observer was shown sheets/inter- observer
agreement forms, each agreement forms, each agreement forms, each agreement form with any agreement forms, each
with 4 strategies as with 4 strategies as with 4 strategies as 1 of the given strategies with 4 strategies as
noted in the comment noted in the comment noted in the comment as noted in the comment noted in the comment
section section section section section

Timeliness

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 6. Used June 2019 Quality Applied differentiated Applied differentiated Applied differentiated Applied differentiated No acceptable evidence Applied differentiated
teaching strategies to teaching strategies to teaching strategies to teaching strategies to was shown teaching strategies to
Education differentiated, - March
address learner diversity address learner diversity address learner diversity address learner diversity address learner diversity
Services developmentally 2020 as shown in the Main as shown in the Main as shown in the Main as shown in the Main as shown in the Main
appropriate MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5 MOV with a rating of 4 MOV with a rating of 6
learning
experiences to
address learners’
gender, needs,
strengths, interests Efficiency Submitted 2 Main MOV Submitted 2 Main MOV Submitted 2 Main MOV Submitted 1 Main MOV No acceptable evidence Submitted 2 Main MOV
with 4 differentiated with 3 differentiated with 2 differentiated with 1 differentiated was shown with 4 differentiated
and experiences. teaching strategies as teaching strategies as teaching strategies as teaching strategy as teaching strategies as 4 5 4.500 0.337
observed in 2 lessons, observed in 2 lessons, observed in 2 lessons, observed in 1 lesson observed in 2 lessons,
each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the each with any 1 of the
Supporting MOV Supporting MOV Supporting MOV Supporting MOV Supporting MOV

Timeliness
Basic 3. Curriculum 7. Planned, June 2019 22.50% Quality Planned and Planned and Planned and Planned and No acceptable evidence Planned and
implemented implemented implemented implemented was shown implemented
Education and Planning managed and - March
developmentally developmentally developmentally developmentally developmentally
Services implemented 2020 sequenced teaching and sequenced teaching and sequenced teaching and sequenced teaching and sequenced teaching and
developmentally learning process as learning process as learning process as learning process as learning process as
sequenced shown in the Main MOV shown in the Main MOV shown in the Main MOV shown in the Main MOV shown in the Main MOV
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4 with a rating of 7
teaching and
learning processes
to meet curriculum
requirements and
varied teaching
contexts. 5 4 4.500 0.337
 teaching and
learning processes
to meet curriculum
requirements and
varied teaching Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence Submitted 3 Main MOV,
contexts. each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown each with any 1 of the
Supporting MOV Supporting MOV Supporting MOV Supporting MOV Supporting MOV
5 4 4.500 0.337

Timeliness
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 8. Participated in June 2019 Quality Consistently participated Frequently participated Occasionally Rarely participated in No acceptable evidence Consistently participated
in LAC sessions/FGDs/ in LAC sessions/FGDs/ participated in LAC LAC sessions/FGDs/ was shown in LAC sessions/FGDs/
Education collegial - March meetings to discuss meetings to discuss sessions/FGDs/ meeting to discuss meetings to discuss
Services discussions that 2020 teacher/learner teacher/learner meetings to discuss teacher/learner teacher/learner
use teacher and feedback to enrich feedback to enrich teacher/learner feedback to enrich feedback to enrich
learner feedback to instruction as shown in instruction as shown in feedback to enrich instruction as shown in instruction as shown in
the MOV submitted the MOV submitted instruction as shown in the MOV submitted the MOV submitted
enrich teaching
the MOV submitted
practice.

5 4 4.500 0.337
Efficiency Participated in 4 LAC Participated in 3 LAC Participated in 2 LAC Participated in 1 LAC No acceptable evidence Participated in 3 LAC
sessions/ sessions/ sessions/ session/FGD/ meeting was shown sessions/
FGDs/meetings on FGDs/meetings on FGDs/meetings on on teacher/ learner FGDs/meetings on
teacher/ learner teacher/learner teacher/ learner feedback as evidently teacher/learner
feedback as evidently feedback as evidently feedback as evidently shown in the MOV feedback as evidently
shown in the MOV shown in the MOV shown in the MOV submitted shown in the MOV
submitted submitted submitted submitted

Timeliness
Basic 9. Selected, June 2019 Quality Developed and used Developed and used Developed and used Developed and used No acceptable evidence Developed and used
varied teaching and varied teaching and varied teaching and varied teaching and was shown varied teaching and
Education developed, - March
learning resources, learning resources, learning resources, learning resources, learning resources,
Services organized and 2020 including ICT, to including ICT, to including ICT, to including ICT, to including ICT, to
used appropriate address learning goals address learning goals address learning goals address learning goals address learning goals
teaching and as shown in the Main as shown in the Main as shown in the Main as shown in the Main as shown in the Main
MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5 MOV with a rating of 4 MOV with a rating of 6
learning resources,
including ICT, to
address learning
goals.

Efficiency Submitted 1 Main MOV Submitted 1 Main MOV Submitted 1 Main MOV Submitted 1 Main MOV No acceptable evidence Submitted 1 Main MOV
with 4 varied teaching with 3 varied teaching with 2 varied teaching with 1 teaching and was shown with 3 varied teaching 4 4 4.000 0.300
and learning resources, and learning resources, and learning resources, learning resource, and learning resources,
including ICT, as shown including ICT, as shown including ICT, as shown including ICT, as shown including ICT, as shown
in 1 Supporting MOV in 1 Supporting MOV in 1 Supporting MOV in 1 Supporting MOV in 1 Supporting MOV

Timeliness
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 4. Assessment 10. Designed, June 2019 22.50% Quality Designed, selected, Designed, selected, Designed, selected, Designed, selected, No acceptable evidence No acceptable evidence
organized and used organized and used organized and used organized and used was shown was shown
Education and Reporting selected, organized - March
diagnostic, formative diagnostic, formative diagnostic, formative diagnostic, formative
Services and used 2020 and summative and summative and summative and summative
diagnostic, assessment strategies assessment strategies assessment strategies assessment strategies
formative and consistent with consistent with consistent with consistent with
curriculum requirements curriculum requirements curriculum requirements curriculum requirements
summative as shown in the Main as shown in the Main as shown in the Main as shown in the Main
assessment MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5 MOV with a rating of 4
strategies
consistent with
curriculum
requirements.

1 5 3.000 0.225
 requirements.

1 5 3.000 0.225

Efficiency Submitted 1 Main MOV Submitted 1 Main MOV Submitted 1 Main MOV Submitted 1 Main MOV No acceptable evidence Submitted 1 Main MOV
with 4 varied with 3 varied with 2 varied with 1 assessment was shown with 4 varied
assessment strategies assessment strategies assessment strategies strategy as shown in any assessment strategies
as shown in any as shown in any as shown in any Supporting MOV as shown in any
Supporting MOV Supporting MOV Supporting MOV Supporting MOV

Timeliness

Basic 11. Monitored and June 2019 Quality Consistently monitored Frequently monitored Occasionally monitored Rarely monitored and No acceptable evidence Frequently monitored
and evaluated learner and evaluated learner and evaluated learner evaluated learner was shown and evaluated learner
Education evaluated learner - March progress and progress and progress and progress and progress and
Services progress and 2020 achievement using achievement using achievement using achievement using achievement using
achievement using learner attainment data learner attainment data learner attainment data learner attainment data learner attainment data
learner attainment as shown in the MOV as shown in the MOV as shown in the MOV as shown in the MOV as shown in the MOV
submitted submitted submitted submitted submitted
data.

4 4 4 4.000 0.300
Efficiency Submitted 4 different Submitted 3 different Submitted 2 different Submitted any 1 of the No acceptable evidence Submitted 3 different
kinds of acceptable kinds of acceptable kinds of acceptable acceptable MOV was shown kinds of acceptable
MOV MOV MOV MOV

Timeliness Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable evidence Submitted MOV were
distributed across 4 distributed across 3 distributed across 2 completed in only 1 was shown distributed across 3
quarters quarters quarters quarter quarters

Performance Indicators
Rating
Weight
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA
QET
5 4 3 2 1 Q E T Ave
Basic 12. Communicated June 2019 Quality Consistently showed Frequently showed Occasionally showed Rarely showed prompt No acceptable evidence Frequently showed
prompt and clear prompt and clear prompt and clear and clear was shown prompt and clear
Education promptly and - March
communication of the communication of the communication of the communication of the communication of the
Services clearly the learners’ 2020 learners’ needs, learners’ needs, learners’ needs, learners’ needs, learners’ needs,
needs, progress progress and progress and progress and progress and progress and
and achievement achievement to key achievement to key achievement to key achievement to key achievement to key
stakeholders, including stakeholders, including stakeholders, including stakeholders, including stakeholders, including
to key
parents/ guardians as parents/ guardians as parents/ guardians as parents/ guardians as parents/ guardians as
stakeholders, shown in the MOV shown in the MOV shown in the MOV shown in the MOV shown in the MOV
including submitted submitted submitted submitted submitted
parents/guardians.

4 4 4 4.000 0.300

Efficiency Submitted 4 different Submitted 3 different Submitted 2 different Submitted any 1 of the No acceptable evidence Submitted 3 different
kinds of acceptable kinds of acceptable kinds of acceptable acceptable MOV was shown kinds of acceptable
MOV MOV MOV MOV

Timeliness Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable evidence Submitted MOV were
distributed across 4 distributed across 3 distributed across 2 completed in only 1 was shown distributed across 3
quarters quarters quarters quarter quarters

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 5. Plus Factor 13. Performed June 2019 10% Quality Consistently performed Frequently performed Occasionally performed Rarely performed No acceptable evidence Frequently performed
various related various related various related various related was shown various related
Education various related - March
work/activities that work/activities that work/activities that work/activities that work/activities that
Services works/activities that 2020 contribute to the contribute to the contribute to the contribute to the contribute to the
contribute to the teaching learning teaching learning teaching learning teaching learning teaching learning
teaching-learning process as shown in the process as shown in the process as shown in the process as shown in the process as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted MOV submitted
process.

4 4 4.000 0.400

Efficiency Submitted 4 different Submitted 3 different Submitted 2 different Submitted any 1 of the No acceptable evidence Submitted 3 different
kinds of acceptable kinds of acceptable kinds of acceptable acceptable MOV was shown kinds of acceptable
MOV MOV MOV MOV

Timeliness

RATING FOR
OVERALL
Very Satisfactory 4.184
ACCOMPLISH-
MENTS
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

MICHAEL LADION CLAMOHOY BIENVENIDO L. RUEDAS, JR. BIENVENIDO L. RUEDAS, JR.

Ratee Rater Approving Authority
 PART II: COMPETENCIES
Instructions: Please indicate the number of competency indicators that you demonstrated during the performance cycle.
CORE BEHAVIORAL COMPETENCIES
Self-Management Teamwork

1. Sets personal goals and directions, needs and development. 1. Willingly does his/her share of responsibility.

2. Undertakes personal actions and behavior that are clear and purposive and takes into account personal 2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the
goals and values congruent to that of the organization. organization.

3. Displays emotional maturity and enthusiasm for and is challenged by higher goals.
3 3. Applies negotiation principles in arriving at win-win agreements.
5
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 and communication.
5 3. Initiates activities that promote advocacy for men and women empowerment.
1
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 5. Develops and adopts service improvement program through simplified procedures that will further
help others improve their effectiveness. enhance 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
before personal needs. productivity 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.
3 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions. 2
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
more precise ways of meeting goals set. organization.

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 REVIEW FORM (IPCRF) SUMMARY SHEET
Teacher I-III (Proficient Teacher)

Name of Employee: MICHAEL LADION CLAMOHOY Name of Rater: BIENVENIDO L. RUEDAS, JR.
Position: TEACHER I Position: PRINCIPAL 1
Bureau/Center/Service/Division: GSC NAT'L. SECONDARY SCHOOL OF ARTS & TRA Date of Review: July 30, 2020
Rating Period: June 2019 - March 2020

PART III. SUMMARY OF RATINGS FOR DISCUSSION

Weight per Weight per Numerical Ratings
KRA Objectives Score
KRA Objective Q E T Ave
Objective 1 7.5% 5 4 4.500 0.337
KRA 1 22.5% Objective 2 7.5% 4 4 4.000 0.300
Objective 3 7.5% 5 4 4.500 0.337
Objective 4 7.5% 5 4 4.500 0.337
KRA 2 22.5% Objective 5 7.5% 5 4 4.500 0.337
Objective 6 7.5% 4 5 4.500 0.337
Objective 7 7.5% 5 4 4.500 0.337
KRA 3 22.5% Objective 8 7.5% 5 4 4.500 0.337
Objective 9 7.5% 4 4 4.000 0.300
Objective 10 7.5% 1 5 3.000 0.225
KRA 4 22.5% Objective 11 7.5% 4 4 4 4.000 0.300
Objective 12 7.5% 4 4 4 4.000 0.300
Plus Factor 10% Objective 13 10% 4 4 4.000 0.400
FINAL PERFORMANCE Final Rating 4.184
Accomplishments of KRAs and Objectives
RESULTS Adjectival Rating Very Satisfactory

MICHAEL LADION CLAMOHOY BIENVENIDO L. RUEDAS, JR. BIENVENIDO L. RUEDAS, JR.

Ratee Rater Approving Authority
 PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies
Objective 9 , KRA 4 Selected, Objective 1 KR 1 Designed, Applying learning from Year round Learning and Development/
developed orgarnized and used selected organized and used courses/seminars/webinars/workshops/LAC/E-learning Team Supervisions and
appropriate teaching and diagnostic, formative, and attended, using feedback in a positive orientation to better technical Support from
learning resources, including summative assessment understand and modify methods of teaching cnsistent to Supervisors, School heads,
ICT, to address learning goals strategies consistent with curriculum requirements and provide holistic development on Master Teacher and external
curriculum requirements learners Stakeholders.

B. Core Behavioral Competencies

Professionalism and Ethics Innovations guided by trends Focus on personal productivity Coaching Cooperation in the Regular coaching, Profession and financial
Teamwork. Service and time to suit the needs to create higher values and INSET (Training on inservice training, support from MOOE and SEF
Orientation Results Focus and interests of the learners results conceptualization of dduring semestral
innovative and ingenious break
methods and solutions)

Feedback:
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
_____
MICHAEL LADION CLAMOHOY BIENVENIDO L. RUEDAS, JR. BIENVENIDO L. RUEDAS, JR.
RATEE RATER APPROVING AUTHORITY
 COT COMPUTATION FOR RPMS QUALITY (MTI/MTII/MTIII/MTIV)
Name of Teacher: Learning Area: Mathematics
COT 1 COT 2 COT 3 COT 4 RPMS-IPCRF
COT Indicator
No. COT RPMS 5- COT RPMS 5- COT RPMS 5- COT RPMS 5- RPMS Rating for QUALITY Objective
Rating pt Scale Rating pt Scale Rating pt Scale Rating pt Scale No. PROTECTED AREA for RPMS Rati
(A) (B) (C) (D) (E) (F) (G) (H) (I) (J) (K) (L)
1 0 0 0 0 Err:504 Err:504 1 0 0
2 0 0 0 0 Err:504 Err:504 3 0 0
3 0 0 0 0 Err:504 Err:504 4 0 0
4 0 0 0 0 Err:504 Err:504 5 0 0
5 0 0 0 0 Err:504 Err:504 7 0 0
ECTED AREA for RPMS Rating For Quality

0 0 Err:504
0 0 Err:504
0 0 Err:504
0 0 Err:504
0 0 Err:504
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Master Teacher I-IV
Name of Employee: Name of Rater:
Position: MASTER TEACHER I Position:
Bureau/Center/Service/Division: DEPARTMENT OF EDUCATION Date of Review:
Rating Period:

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

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 1. Content 1. Modeled 0 22.50% Quality Modeled effective Modeled effective Modeled effective Modeled effective No acceptable evidence Err:504
applications of content applications of content applications of content applications of content was shown
Education Knowledge and effective knowledge within and knowledge within and knowledge within and knowledge within and
Services Pedagogy applications of across curriculum across curriculum across curriculum across curriculum
content knowledge teaching areas as teaching areas as teaching areas as teaching areas as
within and across shown in the Main MOV shown in the Main MOV shown in the Main MOV shown in the Main MOV
with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
curriculum teaching
areas.

Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence #N/A ### ### Err:504
each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown
Supporting MOV Supporting MOV Supporting MOV Supporting MOV

Timeliness
Basic 2. Collaborated 0 Quality Conducted, completed Conducted and Conducted action Proposed action No acceptable evidence #N/A
and disseminated action completed action research with research with was shown
Education with colleagues in
research with research with colleagues colleagues
Services the conduct and colleagues colleagues
application of
research to enrich
knowledge of
Efficiency Submitted any 4 of the Submitted any 3 of the Submitted any 2 of the Submitted any 1 of the No acceptable evidence #N/A
content and acceptable MOV acceptable MOV acceptable MOV acceptable MOV was shown ### #DIV/0!
pedagogy.
 knowledge of
content and ### #DIV/0!
pedagogy.

Timeliness Presented the research Completed the research Conducted the research Proposed the research No acceptable evidence #N/A
report within the rating report within the rating report within the rating report within the rating was shown
period period period period

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 3. Developed and 0 Quality Demonstrated effective Demonstrated effective Demonstrated effective Demonstrated effective No acceptable evidence Err:504
teaching strategies to teaching strategies to teaching strategies to teaching strategies to was shown
Education applied effective
promote critical and/or promote critical and/or promote critical and/or promote critical and/or
Services teaching strategies creative thinking, as well creative thinking, as well creative thinking, as well creative thinking, as well
to promote critical as other higher-order as other higher-order as other higher-order as other higher-order
and creative thinking skills as shown thinking skills as shown thinking skills as shown thinking skills as shown
in the Main MOV with a in the Main MOV with a in the Main MOV with a in the Main MOV with a
thinking, as well as rating of 8 rating of 7 rating of 6 rating of 5
other higher-order
thinking skills.

### ### Err:504

Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence #N/A
each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown
Supporting MOV Supporting MOV Supporting MOV Supporting MOV

Timeliness
Basic 2. Learning 4. Worked with 0 22.50% Quality Modeled and shared Modeled and shared Modeled and shared Modeled and shared No acceptable evidence Err:504
effective classroom effective classroom effective classroom effective classroom was shown
Education Environment colleagues to
management strategies management strategies management strategies management strategies
Services and Diversity of model and share that engage learners in that engage learners in that engage learners in that engage learners in
Learners effective activities/ tasks done in activities/ tasks done in activities/ tasks done in activities/ tasks done in
techniques in the different physical different physical different physical different physical
learning environments learning environments learning environments learning environments
management of
as shown in the Main as shown in the Main as shown in the Main as shown in the Main
classroom structure MOV with a rating of 8 MOV with a rating of 7 MOV with a rating of 6 MOV with a rating of 5
to engage learners,
individually or in
groups, in
meaningful ### ### Err:504
exploration,
discovery and
hands-on activities
within a range of
physical learning
environments.
 groups, in
meaningful ### ### Err:504
exploration,
discovery and
hands-on activities Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence #N/A
within a range of each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown
physical learning Supporting MOV Supporting MOV Supporting MOV Supporting MOV
environments.

Timeliness
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 5. Exhibited 0 Quality Exhibited effective and Exhibited effective and Exhibited effective and Exhibited effective and No acceptable evidence Err:504
constructive behavior constructive behavior constructive behavior constructive behavior shown
Education effective and
management skills by management skills by management skills by management skills by
Services constructive applying positive and applying positive and applying positive and applying positive and
behavior non-violent discipline to non-violent discipline to non-violent discipline to non-violent discipline to
management skills ensure learning-focused ensure learning-focused ensure learning-focused ensure learning-focused
environments shown in environments shown in environments shown in environments shown in
by applying the MOV with a rating of the MOV with a rating of the MOV with a rating of the MOV with a rating of
positive and non- 8 7 6 5
violent discipline to
ensure learning-
focused
environments. ### ### Err:504

Efficiency Submitted 4 COT rating Submitted 3 COT rating Submitted 2 COT rating Submitted 1 COT rating No acceptable evidence #N/A
sheets/inter-observer sheets/inter-observer sheets/inter-observer sheet/inter-observer was shown
agreement forms, each agreement forms, each agreement forms, each agreement form with any
with 7 strategies as with 7 strategies as with 7 strategies as 1 of the given strategies
noted in the comment noted in the comment noted in the comment as noted in the comment
section section section section

Timeliness

Basic 6. Worked with 0 Quality Worked with colleagues Worked with colleagues Worked with colleagues Worked with colleagues No acceptable evidence #N/A
at least in the in the school level to in the department or but no evidence of shown
Education colleagues to share district/cluster level to share differentiated, grade level to share sharing differentiated,
Services differentiated, share differentiated, developmentally differentiated, developmentally
developmentally developmentally appropriate developmentally appropriate
appropriate appropriate opportunities to address appropriate opportunities to address
opportunities to address learners’ differences opportunities to address learners’ differences
opportunities to
learners’ differences learners’ differences with others
address learners’
differences in
gender, needs,
strengths, interests
### #DIV/0!
and experiences.
Basic 6. Worked with 0 Quality
at least in the in the school level to in the department or but no evidence of shown
Education colleagues to share district/cluster level to share differentiated, grade level to share sharing differentiated,
Services differentiated, share differentiated, developmentally differentiated, developmentally
developmentally developmentally appropriate developmentally appropriate
appropriate appropriate opportunities to address appropriate opportunities to address
opportunities to address learners’ differences opportunities to address learners’ differences
opportunities to
learners’ differences learners’ differences with others
address learners’
differences in
gender, needs,
strengths, interests
### #DIV/0!
and experiences.
Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence #N/A
each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown
Supporting MOV Supporting MOV Supporting MOV Supporting MOV

Timeliness

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 3. Curriculum 7. Developed and 0 22.50% Quality Developed and applied Developed and applied Developed and applied Developed and applied No acceptable evidence Err:504
effective strategies effective strategies effective strategies effective strategies was shown
Education and Planning applied effective showing showing showing showing
Services strategies in the developmentally- developmentally- developmentally- developmentally-
planning and sequenced teaching and sequenced teaching and sequenced teaching and sequenced teaching and
management of learning process as learning process as learning process as learning process as
shown in the Main MOV shown in the Main MOV shown in the Main MOV shown in the Main MOV
developmentally
with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
sequenced
teaching and
learning processes
to meet curriculum
requirements and ### ### Err:504
Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence #N/A
varied teaching each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown
contexts. Supporting MOV Supporting MOV Supporting MOV Supporting MOV

Timeliness
Basic 8. Reviewed with 0 Quality Consistently led Frequently led Occasionally led Rarely led collaborative No acceptable evidence #N/A
collaborative reviews of collaborative reviews of collaborative reviews of reviews of teacher and was shown
Education colleagues, teacher
teacher and learner teacher and learner teacher and learner learner feedback as
Services and learner feedback as evidenced feedback as evidenced feedback as evidenced evidenced by the MOV
feedback to plan, by the MOV submitted by the MOV submitted by the MOV submitted submitted
facilitate and enrich
teaching practice.

Efficiency Submitted 4 Main MOV, Submitted 3 Main MOV, Submitted 2 Main MOV, Submitted 1 Main MOV No acceptable evidence #N/A
each with any 1 of the each with any 1 of the each with any 1 of the with any 1 of the was shown
Supporting MOV Supporting MOV Supporting MOV Supporting MOV
### #DIV/0!

Timeliness

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 9. Advised and 0 Quality Consistently advised Frequently advised Occasionally advised Rarely advised No acceptable evidence #N/A
colleagues in the colleagues in the colleagues in the colleagues in the was shown
Education guided colleagues selection, organization, selection, organization, selection, organization, selection, organization,
Services in the selection, development and development and development and development and
organization, appropriate use of appropriate use of appropriate use of appropriate use of
development and teaching and learning teaching and learning teaching and learning teaching and learning
resources as shown in resources as shown in resources as shown in resources as shown in
use of appropriate
the MOV submitted the MOV submitted the MOV submitted the MOV submitted
teaching and
learning resources,
including ICT, to
address specific
learning goals.
### #DIV/0!
 address specific
learning goals.
### #DIV/0!

Efficiency Submitted 4 of the Submitted 3 of the Submitted 2 of the Submitted 1 of the No acceptable evidence #N/A
acceptable MOV acceptable MOV acceptable MOV acceptable MOV was shown

Timeliness

Basic 4. Assessment 10. Worked 0 22.50% Quality Consistently reviewed Frequently reviewed Occasionally reviewed Rarely reviewed No acceptable evidence #N/A
collaboratively collaboratively collaboratively collaboratively was shown
Education and Reporting collaboratively with assessment tools with assessment tools with assessment tools with assessment tools with
Services colleagues to colleagues as shown in colleagues as shown in colleagues as shown in colleagues as shown in
review the design, the MOV submitted the MOV submitted the MOV submitted the MOV submitted
selection,
organization and
use of a range of
effective
diagnostic,
formative and Efficiency Submitted 4 assessment Submitted 3 assessment Submitted 2 assessment Submitted 1 assessment No acceptable evidence #N/A ### #DIV/0!
summative tools as evidently shown tools as evidently shown tools as evidently shown tool as evidently shown was shown
in any of the acceptable in any of the acceptable in any of the acceptable in any of the acceptable
assessment MOV MOV MOV MOV
strategies
consistent with
curriculum
requirements.
Timeliness

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 11. Interpreted 0 Quality Consistently Frequently collaborated Occasionally Rarely collaborated with No acceptable evidence #N/A
collaborated with with colleagues in the collaborated with colleagues in the was shown
Education collaboratively
colleagues in the interpretation of colleagues in the interpretation of
Services monitoring and interpretation of assessment data as interpretation of assessment data as
evaluation assessment data as shown in the MOV assessment data as shown in the MOV
strategies of shown in the MOV submitted shown in the MOV submitted
submitted submitted
attainment data to
support learner
progress and
achievement.
### #DIV/0!
 progress and
achievement.
### #DIV/0!

Efficiency Submitted 2 different Submitted 3 of the same Submitted 2 of the same Submitted any 1 of the No acceptable evidence #N/A
types of MOV kind of MOV kind of MOV MOV was shown

Timeliness

Basic 12. Applied skills in 0 Quality Consistently applied Frequently applied skills Occasionally applied Rarely applied skills in No acceptable evidence #N/A
skills in the effective in the effective skills in the effective the effective was shown
Education the effective
communication of communication of communication of communication of
Services communication of learner needs and learner needs and learner needs and learner needs and
learner needs, progress to parents/ progress to parents/ progress to parents/ progress to parents/
progress and guardians as shown in guardians as shown in guardians as shown in guardians as shown in
the MOV submitted the MOV submitted the MOV submitted the MOV submitted
achievement to key
stakeholders,
including
parents/guardians.

### #DIV/0!

Efficiency Submitted 4 of the Submitted 3 of the Submitted 2 of the Submitted 1 of the No acceptable evidence #N/A
acceptable MOV acceptable MOV acceptable MOV acceptable MOV was shown

Timeliness

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
per KRA QET
5 4 3 2 1 Q E T Ave
Basic 5. Plus Factor 13. Performed 0 10% Quality Consistently performed Frequently performed Occasionally performed Rarely performed No acceptable evidence #N/A
special tasks and/or special tasks and/or special tasks and/or special tasks and/or was shown
Education various related
assignments as shown assignments as shown assignments as shown assignments as shown
Services works/activities that in the MOV submitted in the MOV submitted in the MOV submitted in the MOV submitted
contribute to the
teaching-learning
process.
### #DIV/0!
 contribute to the
teaching-learning
process.
### #DIV/0!
Efficiency Submitted 4 of the Submitted 3 of the Submitted 2 of the Submitted 1 of the No acceptable evidence #N/A
acceptable MOV acceptable MOV acceptable MOV acceptable MOV was shown

Timeliness

RATING FOR
OVERALL
#DIV/0! #DIV/0!
ACCOMPLISH-
MENTS

ADJECTIVAL RATING EQUIVALENCES

RANGE ADJECTIVAL RATING
4.500 – 5.000 Outstanding
3.500 – 4.499 Very Satisfactory
2.500 – 3.499 Satisfactory
1.500 – 2.499 Unsatisfactory
below 1.499 Poor

0 0
Ratee Rater Approving Authority
 PART II: COMPETENCIES
Instructions: Please indicate the number of competency indicators that you demonstrated during the performance cycle.
CORE BEHAVIORAL COMPETENCIES
Self-Management Teamwork

1. Sets personal goals and directions, needs and development. 1. Willingly does his/her share of responsibility.

2. Undertakes personal actions and behavior that are clear and purposive and takes into account personal 2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the
goals and values congruent to that of the organization. organization.

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

4. Prioritizes work tasks and schedules (through Gantt chants, checklists, etc.) to achieve goals. 4. Drives consensus and team ownership of decisions.

5. Works constructively and collaboratively with others and across organizations to accomplish organization
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
3. Initiates activities that promote advocacy for men and women empowerment.
grooming 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 5. Develops and adopts service improvement program through simplified procedures that will further
help others improve their effectiveness. enhance 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
before personal needs. productivity 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 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
completeness with no supervision required.

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
more precise ways of meeting goals set. organization.

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 REVIEW FORM (IPCRF) SUMMARY SHEET
Master Teacher I-IV (Highly Proficient Teacher)

Name of Employee: 0 Name of Rater: 0

Position: MASTER TEACHER I Position: 0
Bureau/Center/Service/Division: DEPARTMENT OF EDUCATION Date of Review: December 30, 1899
Rating Period: 0

PART III. SUMMARY OF RATINGS FOR DISCUSSION

Weight per Weight per Numerical Ratings
KRA Objectives Score
KRA Objective Q E T Ave
Objective 1 7.5% Err:504 0 Err:504 Err:504
KRA 1 22.5% Objective 2 7.5% 0 0 0 #DIV/0! #DIV/0!
Objective 3 7.5% Err:504 0 Err:504 Err:504
Objective 4 7.5% Err:504 0 Err:504 Err:504
KRA 2 22.5% Objective 5 7.5% Err:504 0 Err:504 Err:504
Objective 6 7.5% 0 0 #DIV/0! #DIV/0!
Objective 7 7.5% Err:504 0 Err:504 Err:504
KRA 3 22.5% Objective 8 7.5% 0 0 #DIV/0! #DIV/0!
Objective 9 7.5% 0 0 #DIV/0! #DIV/0!
Objective 10 7.5% 0 0 #DIV/0! #DIV/0!
KRA 4 22.5% Objective 11 7.5% 0 0 #DIV/0! #DIV/0!
Objective 12 7.5% 0 0 #DIV/0! #DIV/0!
Plus Factor 10% Objective 13 10% 0 0 #DIV/0! #DIV/0!
FINAL PERFORMANCE Final Rating #DIV/0!
Accomplishments of KRAs and Objectives
RESULTS Adjectival Rating #DIV/0!

0 0 0
Ratee Rater Approving Authority
 PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies

B. Core Behavioral Competencies

Feedback:
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
_____
MICHAEL LADION CLAMOHOY BIENVENIDO L. RUEDAS, JR. BIENVENIDO L. RUEDAS, JR.
RATEE RATER APPROVING AUTHORITY