Name of Employees: MA. CECILIA R.

REGNIM Rater:
Position: MASTER TEACHER I Position:
Employee ID No: 4511101 Date of Review:
Employment Status: REGULAR PERMANENT Rating Period:
Age: 40
Sex: FEMALE Number of Years in Teaching:
Level Taught: ELEMENTARY Highest Degree Obtained:
Grade level Taught: 2
Subject Taught: ALL SUBJECTS Area of Specialization

COT 1 COT 2
COT
Weight Weight per
KRA per KRA Objectives Objective Indicator
Number RPMS
Rating 5-pt Scale Rating

Objective 1 8.0% 1 8 5 8
KRA 1 Objective 2 8.0%
Objective 3 8.0%
Objective 4 8.0%
KRA 2 Objective 5 8.0% 2 8 5 8
Objective 6 8.0%
Objective 7 8.0% 3 8 5 8
KRA 3
Objective 8 8.0%
Objective 9 8.0%
KRA 4 Objective 10 8.0%
Objective 11 8.0%
Plus Factor Objective 12 12.0%

Date Observed
 ADRIAN D. VENTURA Region: 5
PRINCIPAL I Division: CAMARINES SUR
MARCH 21, 2021 District/Municipality: PASACAO
2020 - 2021 School Name: CARANAN SOUTH ELEMENTARY SCHOOL
School ID: 112903
28 School Type: RURAL
MASTER OF ARTS IN EDUCATION School Small: LARGE
Curr. Classification: K TO 12
EDUCATIONAL MANAGEMENT

COT 2
IPCRF Numerical Ratings
Ave Score Adjectival Rating
RPMS
5-pt Scale Q E T Average

5 5 5.000 5.000 0.400 Outstanding

5.000 5.000 0.400 Outstanding
5.000 5.000 0.400 Outstanding
5.000 5.000 0.400 Outstanding
5 5 5.000 5.000 0.400 Outstanding
5.000 5.000 5.000 0.400 Outstanding
5 5 5.000 5.000 0.400 Outstanding
5.000 5.000 0.400 Outstanding
5.000 5.000 5.000 0.400 Outstanding
5.000 5.000 5.000 0.400 Outstanding
5.000 5.000 5.000 0.400 Outstanding
5.000 5.000 5.000 0.600 Outstanding
Final Rating 5
Adjectival Rating Outstanding
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Master T
Name of Employee: MA. CECILIA R. REGNIM Name of Rater: ADR
Position: MASTER TEACHER I Position:
Bureau/Center/Service/Division: QUIRINO Date of Review: M
Rating Period: 2020 - 2021

TO BE FILLED OUT DURING PLANNING

Performance Indicators
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory
QET
(5) Satisfactory (4) (3) (2)
Basic Education 1. Content 1. Modelled Quality Modelled Level 8 Modelled Level 7 Modelled Level 6 Modelled Level 5
Services Knowledge and effective in Objective 1 as in Objective 1 as in Objective 1 as in Objective 1 as
Pedagogy applications shown in COT shown in COT shown in COT shown in COT
of content rating sheets rating sheets rating sheets rating sheets
knowledge
within and
across 8.0%
curriculum
teaching
areas
Efficiency
Timeliness
Basic Education 2. Promoted Quality Modelled effective Modelled Modelled Modelled
Services effective strategies in effective effective strategies in
strategies in utilizing ICT that strategies in strategies in utilizing ICT but
the positive redefine and utilizing ICT that utilizing ICT that do not create a
use of ICT to transform learning augment and modify new learning
facilitate the experiences and enrich learning processes and experience
teaching and are documented experiences are improve learning and/or ICT used
learning properly and documented experiences and are
process consistently properly and are documented documented
8.0% using any consistently properly and but not
referencing style using any consistently consistent with
as shown in the referencing using any one
submitted learning style as shown referencing referencing
material in the submitted style as shown style as shown
learning materiall in the submitted in the submitted
learning material learning
l material
Efficiency
Timeliness
 Performance Indicators
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory
QET
(5) Satisfactory (4) (3) (2)
Basic Education 1. Content 3. Developed Quality Modelled Modelled Modelled Modelled
Services Knowledge and and applied effective teaching effective effective teaching
Pedagogy effective strategies that teaching teaching strategies that
teaching challenge strategies that strategies that lead learners
strategies to learners to draw require require along a single
promote conclusions and learners to learners to path of inquiry
critical and justify their make describe and or to simple
creative thinking or put connections explain ideas recall and rote
thinking, as parts together to using ideas learned as memorization
well as other promote deeper learned as shown in the in of concepts as
higher-order 8.0% understanding of shown in the in the submitted shown in the in
thinking skills ideas learned as the submitted learning the submitted
shown in the in learning material learning
the submitted material material
learning material

Efficiency
Timeliness
Basic Education 2. Diversity of 4. Exhibited a Quality Modelled the use Modelled the Modelled the Modelled the
Services Learners & learnercentered of effective use of effective use of an use of a
Assessment culture that teaching teaching effective teaching
and Reporting promotes strategies that strategies that teaching strategy or
success by are appropriate are strategy that is strategies that
using effective in responding to appropriate in appropriate in partially
teaching learners’ responding to responding to respond to
strategies that linguistic, learners’ learners’ learners’
respond to cultural, linguistic, linguistic, linguistic,
their linguistic, socioeconomic, cultural, cultural, cultural,
cultural, 8.0% or religious socioeconomic, socioeconomic, socioeconomic,
socioeconomic backgrounds at or religious or religious or religious
and religious an individual backgrounds at backgrounds as backgrounds as
backgrounds level as shown in a group level shown in the in shown in the in
the in the as shown in the the submitted the submitted
submitted in the submitted learning learning
learning material learning material material
material
Efficiency
Timeliness
Basic Education 5. Evaluated Quality Modelled Level 8 Modelled Level 7 Modelled Level 6 Modelled Level 5
Services with colleagues in Objective 5 as in Objective 5 as in Objective 5 as in Objective 5 as
teaching shown in COT shown in COT shown in COT shown in COT
strategies that rating sheets rating sheets rating sheets rating sheets
are responsive
to the special
educational
needs of
learners in
difficult
circumstances*,
including: 8.0%
geographic
isolation;
chronic illness;
displacement
due to armed
conflict, urban
resettlement or
disasters; child
abuse and child
labor practices
Efficiency
Timeliness
 Performance Indicators
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory
QET
(5) Satisfactory (4) (3) (2)
Basic Education 2. Diversity of 6. Used effective Quality Modelled Modelled Showed
Services Learners & strategies for effective Modelled effective strategies in
Assessment providing timely, strategies in effective strategies in giving feedback
and Reporting accurate and providing strategies in providing but feedback
constructive learners with providing learners with were
feedback to accurate, and learners with accurate, and inaccurate
encourage specific and accurate, and general and/or
learners to reflect directed specific constructive destructive
on and constructive constructive feedback as shown in the
improve their own feedback* feedback as shown in the evidence
learning as shown in the as shown in the evidence submitted
evidence evidence submitted
submitted submitted
8.0%

Efficiency
MOV submitted MOV MOV MOV submitted
shows feedback submitted submitted shows
given within 5 shows shows feedback given
working days feedback feedback beyond 20
from given within given within working days
submission** 6-10 working 11-20 from
days from working days submission**
submission** from
submission**
Timeliness
Basic Education 3. Curriculum 7. Advised Quality Modelled Level 8 Modelled Level 7 Modelled Level 6 Modelled Level 5
Services and Planning and guided in Objective 7 as in Objective 7 as in Objective 7 as in Objective 7 as
colleagues in shown in COT shown in COT shown in COT shown in COT
the selection, rating sheets rating sheets rating sheets rating sheets
organization,
development
and use of
appropriate
teaching and
learning 8.0%
resources,
including ICT,
to address
specific
learning
goals

Efficiency
Timeliness
 Performance Indicators
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory
QET
(5) Satisfactory (4) (3) (2)
Basic Education 3. Curriculum 8. Modelled to Quality All of the Majority of Half of the Less than half
Services and Planning colleagues the learning the learning learning of the learning
setting of outcomes set outcomes set outcomes set outcomes set
achievable and are aligned are aligned are aligned are aligned with
challenging with the with the with the the learning
learning learning learning learning competencies
outcomes that 8.0% competencies competencies competencies as shown in the
are aligned as shown in as shown in as shown in MOV submitted
with learning the MOV the MOV the MOV
competencies submitted submitted submitted
to cultivate a
culture of Efficiency
excellence for Timeliness
Basic Education 4. Community all
9.. learners
Guided Quality Implemented/ Implemented/ Drafted an Wrote a
Services Linkages and colleagues to Organized/ Organized/ action plan/ communication
Professional strengthen Managed with Managed with project letter with
Engagement & relationships colleagues an colleagues an proposal/ colleagues about
Personal with parents/ approved approved activity an approved
Growth and guardians and activity activity proposal with activity involving
Professional the wider involving involving colleagues on an parents/
Development school parents/ parents/ activity involving guardians or
community to guardians or guardians or parents/ other
maximize their other other guardians or stakeholders as
involvement in stakeholders in stakeholders in other evidenced by
the educative 8.0% the school/ the stakeholders as MOV No. 1
process community as department/ evidenced by
evidenced by learning area/ MOV No. 2
MOV No. 3 grade level as
evidenced by
MOV No. 3
Efficiency Submitted any Submitted any Submitted any 2 Submitted any 1
4 of the 3 of the of the of the
acceptable acceptable acceptable acceptable
MOV* MOV* MOV* MOV
Timeliness
 Performance Indicators
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory
QET
(5) Satisfactory (4) (3) (2)
Basic Education 4. Community 10. Contributed Quality Contributed Contributed Contributed Contributed
Services Linkages and actively to actively to any actively to any actively to any actively to any
Professional professional professional professional professional professional
Engagement & networks network/activity network/activity network/activity network/activity
Personal within and that requires that requires that requires that does not
Growth and between output* and output* and output* to share require output
Professional schools to proof of proof of knowledge and to share
Development improve implementation implementation to enhance knowledge and
knowledge and ** within the ** within the practice as to enhance
to enhance school to share department/ evidenced by practice as
practice knowledge and grade level to the submitted evidenced by
to enhance share MOV the submitted
8.0% practice as knowledge and MOV
evidenced by to enhance
the submitted practice as
MOV evidenced by
the submitted
MOV

Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted any

different kinds different kinds different kinds 1 of the
of acceptable of acceptable of acceptable acceptable
MOV*** MOV*** MOV*** MOV
Timeliness
Basic Education 11. Initiated Quality Evaluated Conducted Planned Synthesized
Services professional activities activities activities IPCRF-DP of
reflections and involving involving involving colleague/s as
promote colleague/s in colleague/s in colleague/s in basis to provide
learning professional professional professional learning
opportunities reflection and reflection and reflection and opportunities as
with colleagues learning learning learning shown in the
to improve opportunities as opportunities as opportunities MOV submitted
practice shown in the shown in the as shown in
MOV submitted MOV submitted the MOV
8.0%
submitted

IPCRF-DP with
Efficiency Submitted the any 3 of the Submitted the Submitted the
IPCRF-DP with acceptable IPCRF-DP with IPCRF-DP with
any 4 of the Supporting any 2 of the any 1 of the
acceptable MOV* acceptable acceptable
Timeliness Supporting Supporting Supporting
 Performance Indicators
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory
QET
(5) Satisfactory (4) (3) (2)
Basic Education 4. Assessment 12.Performed Quality Performed at Performed at Performed at Performed at
Services and Reporting various related least 1 related least 1 related least 1 related least 1 related
works/activities work/activity work/activity work/activity work/activity that
that contribute that contributed that contributed that contributed to
to the to the to the contributed to the
teachinglearning teachinglearning teachinglearning the teachinglearning
process process process within teachinglearning process
beyond the the school/ process within within the class
school/ Community the learning as evidenced by
12.0% Community Learning area/ submitted MOV
Learning Center (CLC) department as
Center (CLC) as evidenced evidenced by
as evidenced by submitted submitted
by submitted
Efficiency Submitted any MOV
Submitted any MOV
Submitted any Submitted any 1
MOV
4 of the 3 of the 2 of the of the
acceptable acceptable acceptable acceptable
MOV* MOV* MOV* MOV
Timeliness

ADJECTIVAL RATING EQUIVALENCIES

RANGE ADJECTIVAL RATING
4.500-5.000 Outstanding
3.500-4.499 Very Satisfactory
2.500-3.499 Satisfactory
1.500-2.499 Unsatisfactory MA. CECILIA R. REGNIM ADRIAN D. VENTURA
below 1.499 Poor Ratee Rater
ENT AND REVIEW FORM (IPCRF) for Master Teacher I-III
ADRIAN D. VENTURA
PRINCIPAL I
MARCH 21, 2021

NING TO BE FILLED OUT DURING EVALUATION

Performance Indicators
Rating
Poor Actual Results Ave Score
(1) Q E T
Demonstrated Modelled Level 8 5 5.000 0.400
Level 3 in Objective 1 in Objective 1 as
as shown in COT shown in COT
rating sheets
rating sheets
/interobserver
agreement forms
or No acceptable
evidence was
shown

No acceptable Modelled effective 5 5.000 0.400

evidence was strategies in
shown utilizing ICT that
redefine and
transform learning
experiences and
are documented
properly and
consistently
using any
referencing style
as shown in the
submitted learning
material
Performance Indicators
Rating
Poor Actual Results Ave Score
(1) Q E T
No acceptable Modelled 5 5.000 0.400
evidence was effective teaching
shown strategies that
challenge
learners to draw
conclusions and
justify their
thinking or put
parts together to
promote deeper
understanding of
ideas learned as
shown in the in
the submitted
learning material

No acceptable Modelled the use 5 5.000 0.400

evidence was of effective
shown teaching
strategies that
are appropriate
in responding to
learners’
linguistic,
cultural,
socioeconomic,
or religious
backgrounds at
an individual
level as shown in
the in the
submitted
learning material

Modelled Level Modelled Level 8 5 5.000 0.400

4 in Objective 5 in Objective 5 as
as shown in COT shown in COT
rating sheets rating sheets
or
No acceptable
evidence was
shown
Performance Indicators
Rating
Poor Actual Results Ave Score
(1) Q E T
No evidence was Modelled 5 5 5.000 0.4
shown effective
strategies in
providing
learners with
accurate, and
specific and
directed
constructive
feedback*
as shown in the
evidence
submitted

No evidence was
shown

Modelled Level 4 Modelled Level 8 5 5.000 0.4

in Objective 7 as in Objective 7 as
shown in COT shown in COT
rating sheets rating sheets
or
No acceptable
evidence was
shown
Performance Indicators
Rating
Poor Actual Results Ave Score
(1) Q E T
No acceptable 5 5.000 0.4
evidence was
shown

No acceptable 5 5 5.000 0.4

evidence was
shown

No acceptable
evidence was
shown
Performance Indicators
Rating
Poor Actual Results Ave Score
(1) Q E T
No acceptable 5 5 5 0.4
evidence was
shown

No acceptable
evidence was
shown

No acceptable 5 5 5.000 0.400

evidence was
shown

No acceptable
evidence was
shown
Performance Indicators
Rating
Poor Actual Results Ave Score
(1) Q E T
No acceptable 5 5 5 0.6
evidence was
shown

No acceptable
evidence was
shown

RATING FOR OVER-ALL

Outstanding 5.000
ACCOMPLISHMENTS

ADRIAN D. VENTURA
Rater Approving Authority
 PART II: COMPETENCIES
CORE BEHAVIORAL COMPETENCIES CORE SKILLS
Self-Management Teamwork Oral Communication

1 1 Sets personal goals and direction, needs and development. 1 1 Willingly does his/her share of responsibility. 1 1 Follows instruction accurately.

2 Undertakes personal actions and behaviors that are clear and purposive and Promotes collaboration and removes barriers to teamwork and goal
1 takes into account personal goals and values congruent to that of the 1 2 accomplishment across the organization. 1 2 Expresses self clearly, fluently and accurately.
organization.
3 Applies negotiation principles in arriving at win-win agreements. 1 3 Uses appropriate medium for the message
3 Displays emotional maturity and enthusiasm for and is challenged by higher
1 goals.
4 Drives consensus and team ownership of decisions. 4 Adjust communication styles to others.
4 Prioritizes work tasks and schedules (through Gantt charts, checklists, etc.) to
1 achieve goals. 5 Works constructively and collaboratively with others and across organizations to
1 accomplish organizational goals and objectives. 5 Guides discussions between and among peers to meet an objective.
5
Sets high quality, challenging, realistic goals for self and others.
Service Orientation Written Communication
Professionalism and Ethics 2
1 1 Can explain and articulate organizational directions, issues and problems. 1 Knows the different written business communication formats used in DepEd.
1 Demonstrates the values and behavior enshrined in the Norms of Conduct and
1 Ethical Standards for public officials and employees (RA 6713). 2 Takes personal responsibility for dealing with and/or correcting customer 3 Writes routine correspondence/communications, narrative and descriptive
1 service issues and concerns.
2 Practices ethical and professional behavior and conduct taking into account the report based on readily available information data with minimal spelling or
1 impact of his/her actions and decisions. grammatical errors (e.g. memos, minutes, etc.)
3 Initiates activities that promotes advocacy for men and women empowerment.
1
3 Maintains a professional image: being trustworthy, regularity of attendance and 3 Secures information from required references (i.e., Directories, schedules,
1 punctuality, good grooming and communication. 1
4 Participates in updating of office vision, mission, mandates and strategies notices, instructions) for specific purposes.
based on DepEd strategies and directions. 4
4 Makes personal sacrifices to meet organization’s needs. 1 Self-edits words, numbers, phonethic notation and content, if necessary.
5 Develops and adopts service improvement programs through simplified
5 Acts with a sense of urgency and responsibility to meet organization’s needs, procedures that will further enhance service delivery. 5 Demonstrates clarity, fluency, impact, conciseness and effectiveness in his/her
improve systems and help others improve their effectiveness. Innovation written communications.
Result Focus 1 Computer/ICT Skills
Examines the root cause of problems and suggests effective solutions. Fosters 1 Prepares basic compositions (e.g., letters, reports, spreadsheets and graphics
1 1 Achieves results with optimal use of time and resources most of the time. 1 new ideas, processes, and suggests better ways to do things (cost and/or 1
presentation using Word Processing and Excel).
operational efficiency).
2 Avoids rework, mistakes and wastage through effective work methods by 2 Identifies different computer parts, turns the computer on/off, and work on a
placing organizational needs before personal needs. 2 1 given task with acceptable speed and accuracy and connects computer
Demonstrates an ability to think “beyond the box”. Continuously focuses on peripherals (e.g. printers, modems, multimedia projectors, etc.)
3 Delivers error-free outputs most of the time by conforming to standard operating 1
improving personal productivity to create higher value and results.
procedures correctly and consistently. Able to produce very satisfactory quality
of work in terms of usefulness/acceptability and completeness with no 1 3 Prepares simple presentation using Powerpoint.
supervision required. 3
Promotes a creative climate and inspires co-workers to develop original ideas or
4
solutions.
4 Expresses a desire to do better and may express frustration at waste or Utilizes technologies to: access information to enhance professional
1 inefficiency. May focus on new or more precise ways of meeting goals set. 1 productivity, assists in conducting research and communicate through local and
4 Translates creative thinking into tangible changes and solutions that improve global professional networks.
5 Makes specific changes in the system or in own work methods to improve the work unit and organization.
performance. Examples may include doing something better, faster, at a lower 5 5
cost, more efficiently, or improving quality, customer satisfaction, morale, Uses ingenious methods to accomplish responsibilities. Demonstrates Recommends appropriate and updated technology to enhance productivity and
without setting any specific goal. resourcefulness and the ability to succeed with minimal resources. professional practice.

OVERALL COMPETENCY RATINGS

CORE BEHAVIORAL COMPETENCIES 2.83

CORE SKILLS 3.33

OVERALL RATING 3.08

 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating Adjectival Rating

Accomplishment of KRAs and Objectives 5.000 Outstanding

Rater-Ratee Agreement

The signatures below confirm that the employee and his/her superior have agreed on the contents of this appraisal form and the performance rating.

Name of Employee Name of Superior

MA. CECILIA R. REGNIM ADRIAN D. VENTURA
MASTER TEACHER I PRINCIPAL I
Signature Signature

Date Date
MARCH 21, 2021 MARCH 21, 2021
 PERFORMANCE MONITORING AND COACHING FORM
Critical Incidence Description Output Impact on Job Action Plan Signature of
Date
(Situation, Task & Action) (Result) (Outcome) (Reinforce/ Redirect) Ratee Rater
 EMPLOYEE FEEDBACK FORM
Action Plan
Strengths Development Needs (Recommended Developmental Timeline Resources Needed
Intervention)

Feedback:
Enrol in the Graduate school. Conquer the challenges and achieve your goals. Start, persist, and Enjoy. You should not be in that postion (Teacher I) all the time. Exert effort to be in the higher position.

Rater: Ratee: Approving Authority:

ADRIAN D. VENTURA MA. CECILIA R. REGNIM Name

PRINCIPAL I MASTER TEACHER I Position
 PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs Timeline Resources Needed
(Recommended Developmental Intervention)

Rater: Ratee: Approving Authority

ADRIAN D. VENTURA MA. CECILIA R. REGNIM Name

PRINCIPAL I MASTER TEACHER I Position