INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Master Teacher I-IV

Name of Employee: Name of Rater:

Position: Position:
School / Division: Date of Review:
Review Period:
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
KRA QET Q E T Ave.
(5) (4) (3) (2) (1)
Basic 1. Content 1. Modeled effective 7.5% Quality Modeled effective applications of Modeled effective applications of Modeled effective applications of Modeled effective applications of No acceptable evidence was 0 0.00
Education Knowledge applications of content content knowledge within and content knowledge within and content knowledge within and content knowledge within and shown
Services and Pedagogy knowledge within and across curriculum teaching areas across curriculum teaching areas across curriculum teaching areas across curriculum teaching areas
(40%) across curriculum teaching as shown in MOV 1 with a rating as shown in MOV 1 with a rating as shown in MOV 1 with a rating as shown in MOV 1 with a rating
areas. of 8 of 7 of 6 of 5

Efficiency Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as Each part had no description of
evidenced by MOV 1 and evidenced by MOV 1 from evidenced by MOV 1 from evidenced by MOV 1 from what to do with example
supported by any 1 of the other colleagues and supported by any colleagues and supported by any colleagues and supported by any
given 1 of the other MOV given 1 of the other MOV given 1 of the other MOV given

Timeliness

2. Collaborated with 7.5% Quality Conducted, completed and Conducted and completed action Conducted action research with Proposed-action research with No acceptable evidence was 0 0.00
collegues in the conduct dissemiated action research with research with collegues colleagues colleagues shown
and application of research colleagues
to enrich knowledge of
content and pedagogy. Efficiency Submitted at least 4 of the given Submitted at least 3 of the given Submitted at least 2 of the given Submitted at least 1 of the given No acceptable evidence was
MOV MOV MOV MOV shown

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

3. Developed and applied
effective teaching
strategies to promote
critical and creative
thinking, as well as other
higher-order thinking skills.
7.5% Quality Demonstrated effective teaching
strategies to promote critical and
creative thinking, as well as other
higher-order thinking skills as
shown in MOV 1 with a rating of 8
Demonstrated effective teaching
strategies to promote critical and
creative thinking, as well as other
higher-order thinking skills as
shown in MOV 1 with a rating of 7
Demonstrated effective teaching
strategies to promote critical and
creative thinking, as well as other
higher-order thinking skills as
shown in MOV 1 with a rating of 6
Demonstrated effective teaching No acceptable evidence was 0 0.00
strategies to promote critical and shown
creative thinking, as well as other
higher-order thinking skills as
shown in MOV 1 with a rating of 5

Efficiency Submitted 4 or more lessons as Submitted 3 lessons as evidently Submitted 2 lessons as evidently Submitted 1 lessons as evidently No acceptable evidence was
evidently shown in MOV 1 and shown in MOV 1 and supported shown in MOV 1 and supported shown in MOV 1 and supported shown
supported by any 1 of the other by any 1 of the other MOV given by any 1 of the other MOV given by any 1 of the other MOV given
MOV given

Timeliness

2. Learning 4.Worked with colleagues 7.5% Quality Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was 0 0.00
Environment to model and share strategies that engage learners in strategies that engage learners in strategies that engage learners in strategies that engage learners in shown
and Diversity effective techniques in the activites / tasks as shown in MOV activites/tasks as shown in MOV activites/tasks as shown in MOV activites/tasks as shown in MOV
of Learners management of classroom 1 with a rating of 7 1 with a rating of 6 1 with a rating of 5 1 with a rating of 4
structure to engage
learners in meaningful
exploration, discovery and
hands-on activities within a Efficiency Submitted at least 4 lessons Submitted 3 lessons supported by Submitted 2 lessons supported by Submitted 1 lessons supported by No acceptable evidence was
range of physical learning supported by MOV 1 and any 1 of MOV 1 and any 1 of the other MOV 1 and any 1 of the other MOV 1 and any 1 of the other shown
environments. the other acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

5. Exhibited effective and 7.5% Quality Exhibited effective and Exhibited effective and Exhibited effective and Exhibited effective and No acceptable evidence was 0 0.00
contructive behavior constructive behavior constructive behavior constructive behavior constructive behavior shown
management skills by management skills by applying management skills by applying management skills by applying management skills by applying
applying positive and non- positive and non-violent discipline positive and non-violent discipline positive and non-violent discipline positive and non-violent discipline
violent discipline to ensure to ensure learning-focused to ensure learning-focused to ensure learning-focused to ensure learning-focused
learning-focused environments shown in MOV 1 environments shown in MOV 1 environments shown in MOV 1 environments shown in MOV 1
environments. with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5

Efficiency Applied at least 7 of the given Applied at least 7 of the given Applied at least 7 of the given Applied at least 7 of the given No acceptable evidence was
strategies as observed in at least strategies as observed in at least strategies as observed in at least strategies as observed in at least shown
4 lessons 3 lessons 2 lessons 1 lesson

Timeliness

6. Worked with colleagues
to share differentiated,
developmentally
appropriate opportunities
to address learners'
differences in gender,
needs, strengths, interests
and experiences.
7.5% Quality Worked with colleagues at least in Worked with colleagues in the Worked with colleagues in the Worked with colleagues but no No acceptable evidence was 0 0.00
the district / cluster level to share school level to share lesson department or grade level to evidence of sharing with others shown
lesson share lesson
Efficiency Submitted at least 1 lesson as Submitted at least 1 lesson as Submitted at least 1 lesson as Submitted at least 1 lesson, as No acceptable evidence was
evidently shown in MOV 1 and evidently shown in MOV 1 and evidently shown in MOV 1 and evidenced by either MOV 2 or 3 shown
supported by any acceptable supported by any acceptable supported by any acceptable but no evidence of sharing with
MOV MOV MOV others

Timeliness

3. Curriculum 7. Developed and applied
and Planning effective strategies in the
planning and management
of developmentally
sequenced teaching and
learning processes to meet
curriculum requirements
varried teaching context.
7.5% Quality Developed and applied effective
strategies showingmentally-
sequenced teaching and learning
process as shown in MOV 1 with
a rating of 8
Efficiency Submitted at least 1 lesson as
evidently shown in MOV 1 and
supported by any acceptable
MOV
Developed and applied effective
strategies showingmentally-
sequenced teaching and learning
process as shown in MOV 1 with
a rating of 7
Submitted at least 1 lesson as
evidently shown in MOV 1 and
supported by any acceptable
MOV
Developed and applied effective
strategies showingmentally-
sequenced teaching and learning
process as shown in MOV 1 with
a rating of 6
Submitted at least 1 lesson as
evidently shown in MOV 1 and
supported by any acceptable
MOV
Developed and applied effective No acceptable evidence was 0 0.00
strategies showingmentally- shown
sequenced teaching and learning
process as shown in MOV 1 with
a rating of 5
Submitted at least 1 lesson, as No acceptable evidence was
evidenced by either MOV 2 or 3 shown
but no evidence of sharing with
others

Timeliness

8. Reviewed with 7.5% Quality Consistently led collaborative Frequently led collaborative Occasionally led collaborative Rarely led collaborative reviews No acceptable evidence was 0 0.00
colleagues, teacher and reviews of teacher and learner reviews of teacher and learner reviews of teacher and learner of teacher and learner feedback shown
learner feedback to plan, feedback as evidence by the feedback as evidence by the feedback as evidence by the as evidence by the MOV
facilitate and enrich MOV submitted MOV submitted MOV submitted submitted
teaching practice.

Efficiency Submitted 4 collaborative reviews Submitted 3 collaborative reviews Submitted 2 collaborative reviews Submitted 1 collaborative reviews No acceptable evidence was
of teacher and learner feedback of teacher and learner feedback of teacher and learner feedback of teacher and learner feedback shown
as evidently shown in MOV 1 and as evidently shown in MOV 1 and as evidently shown in MOV 1 and as evidently shown in MOV 1 and
supported by any 1 of the supported by any 1 of the supported by any 1 of the supported by any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

9. Advised and guided
colleagues in the selection,
organization, development
and use of appropriate
teaching and learning
resources, including ICT,
to address specific
learning goals.
7.5% Quality Consistently advised colleagues Frequently advised colleagues in Occasionally advised colleagues Rarely advised colleagues in the No acceptable evidence was 0 0.00
in the selection, organization, the selection, organization, in the selection, organization, selection, organization, shown
development and appropriate use development and appropriate use development and appropriate use development and appropriate use
of teaching and learning of teaching and learning of teaching and learning of teaching and learning
resources as shown in the MOV resources as shown in the MOV resources as shown in the MOV resources as shown in the MOV
submitted submitted submitted submitted
Efficiency Submitted at least 4 teaching and Submitted 3 teaching and Submitted 2 teaching and Submitted 1 teaching and No acceptable evidence was
learning resources as evidenced learning resources as evidenced learning resources as evidenced learning resources as evidenced shown
by at least 1 of the acceptable by at least 1 of the acceptable by at least 1 of the acceptable by at least 1 of the acceptable
MOV MOV MOV MOV

Timeliness

4. Assessment 10. Worked collaboratively
and Reporting with colleagues to review
the design, selection,
organization and use of a
range of effective
diagnostic, formative and
summative assessment
strategies consistent with
curriculum.
7.5% Quality Consistently reviewed
collaboratively assessment tools
with colleagues as shown in the
MOV submitted
Efficiency Submitted at least 4 varied
assessment tools as evidently
shown in any of the acceptable
MOV
Frequently reviewed Occasionally reviewed Rarely reviewed collaboratively No acceptable evidence was 0 0.00
collaboratively assessment tools collaboratively assessment tools assessment tools with colleagues shown
with colleagues as shown in the with colleagues as shown in the as shown in the MOV submitted
MOV submitted MOV submitted
Submitted 3 assessment tools as Submitted 2 assessment tools as Submitted 1 assessment tools as No acceptable evidence was
evidently shown in any of the evidently shown in any of the evidently shown in any of the shown
acceptable MOV acceptable MOV acceptable MOV

Timeliness

11. Interpreted
collaboratively monitoring
and evaluation strategies
of attainment data to
support learner progress
and achievement.
7.5% Quality Consistently collaborated with Frequently collaborated with Occasionally collaborated with Rarely collaborated with No acceptable evidence was 0 0.00
colleagues in the interpretation of colleagues in the interpretation of colleagues in the interpretation of colleagues in the interpretation of shown
assessment data as shown in the assessment data as shown in the assessment data as shown in the assessment data as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
Efficiency Submitted at least 2 different Submitted at least 3 of the same Submitted at least 2 of the same Submitted any 1 of the MOV No acceptable evidence was
types of MOV kind of MOV kind of MOV shown
Timeliness
DEPED RPMS form – For Teachers I 1

MFOs KRAs Objectives
12. Applied skills in the
effective communication of
learner needs, progress
and achievement to key
stakeholders, including
parents/guardians.
5. Plus Factor 13. Performed various
related work/activities that
contribute to the teaching-
learning process.
* Toget the score, the rating is multiplied by the weight assigned
Conforme:
Reviewed by:
Ratee
Weight
Timeline per Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
KRA QET Q E T Ave.
(5) (4) (3) (2) (1)
7.5% Quality Consistenly applied skills in th Frequently applied skills in th Occasionally applied skills in th Rarely applied skills in th effective No acceptable evidence was 0 0.00
effective communication of effective communication of effective communication of communication of learner needs shown
learner needs and progress to learner needs and progress to learner needs and progress to and progress to
parents/guardians as shown in parents/guardians as shown in parents/guardians as shown in parents/guardians as shown in
the MOV submitted the MOV submitted the MOV submitted the MOV submitted
Efficiency Submitted at least 3 of the Submitted any of 3 MOV Submitted any 2 MOV Submitted any 1 MOV No acceptable evidence was
acceptable MOV shown
Timeliness
10.0% Quality Consistently performed special Frequently performed special Occasionally performed special Rarely performed special tasks No acceptable evidence was 0 0.00
tasks and/or assignments as tasks and/or assignments as tasks and/or assignments as and/or assignments as shown in shown
shown in the MOV submitted shown in the MOV submitted shown in the MOV submitted the MOV submitted
Efficiency Submitted at least 4 different Submitted only 3 different kinds of Submitted only 2 different kinds of Submitted any 1 of the acceptable No acceptable evidence was
kinds of acceptable MOV acceptable MOV acceptable MOV MOV shown
Timeliness
FINAL RATING 0.00
ADJECTIVAL RATING Poor
Recommending Approval:
Approved:
Rater OIC- Assistant Schools Division Superintendent
OIC-Schools Division Superintendent
DEPED RPMS form – For Teachers I 2
Name of Employee: 0 Name of Rater 0
Position 0 Position: 0
School / Division: 0 Date of Review: December 30, 1899
Rating Period: 0

COMPETENCIES

CORE BEHAVIORAL COMPETENCIES

Self-Management Teamwork
1. Sets personal goals and direction, needs and development. 1. Willingly does his/her share of responsibility.
2. Undertakes personal actions and behaviors that are clear and purposive and takes 2. Promotes collaboration and removes barriers to teamwork and goal accomplishment
into account personal goals and values congruent to that of the organization the organization.
3. Displays emotional maturity and enthusiasm for and its challenged by higher 3. Applies negotiation principles in arriving at win-win agreements.
goals. 4. Drives consensus and team ownership of decisions.
5. Prioritize work tasks and schedules (through Gantt charts, checklists, etc.) to 5. Works constructively and collaboratively with others and across organizations to
achieve goals. accomplish organizational goals and objectives.
5. Sets high quality, challenging, realistic goals for self and others.

Professionalism and Ethics Service Orientation

1. Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical
Standards for public officials and employees (RA 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. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve
improve systems and help others improve their effectiveness.
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 promotes advocacy for men and women empowerment.
4. Participates in updating of office vision, mission, mandates and strategies based on
DEPED strategies and directions.
Develops and adopts service improvement programs through simplified procedures that
will further enhance service delivery.

Result Focus Innovation

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.
3 . Delivers error-free outputs most of the time by conforming to standard operating
procedures correctly and consistently. Able to produce very satisfactorily quality work in
terms of usefulness/acceptability and 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 more precise ways of meeting goals set.
5. Makes specific changes in the system or in own work methods to improve
performance. Examples may include doing something better, faster, at a lower cost, more
efficiently; or improving quality, customer satisfaction, morale, without setting any specific
goal.
1 . Examines the root cause of problems and suggests effective solutions. Fosters new
ideas, processes, and suggests better ways to do things (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.

5 - Role model; 4 - Consistently demonstate; 3 - Most of the time demonstrate; 2 - Sometimes demonstrate; 1 - Rarely demonstrate

OVERALL
COMPETENCY ###
RATINGS

RPMS MANUAL 2018 - Appendix D.3

 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating

Accomplishments of KRAs and Objectives 0.00

Employee-Superior Agreement
The signatures below confirm that the employee and his/her superior have agreed to the contents of the performance as captured in this form.

Name of Employee: 0 Name of Superior: 0

Signature: Signature:
Date: Date:

PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs Timeline Resources Needed
(Recommended Developmental Intervention)
A. Functional Competencies

Explosiveness

B. Core Behavioral Copetencies

Teamwork

Conforme:

0
0 Rater & Reviewed by: Recommending Approval:
Ratee Approved:
0 0
0 OIC- Assistant Schools Division Superintendent 0
OIC-Schools Division Superintendent
 POSITION AND COMPETENCY PROFILE PCP No. _________ Revision Code: 00

Department of Education
Name 0 Salary Grade 11
Postion Title 0 Effectivity Date
Office Unit Page/s
Reports to 0
Position Supervised
JOB SUMMARY

QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Bachelor of Elementary / Secondary Education or Bachelor's degree plus 18 units in Education for a Master's Degree in Education or its equivalent (MT-1), Bachelor of
Elementary / Secondary Education or Bachelor's degree plus 18 professional units in Education and 24 units for a Master's Degree in Education or its equivalent (MT-II)
Education
Experience
Eligibility RA 1080

Trainings
B. Preferred Qualifications
Education Master's Degree Graduate

Experience 3 years in service as Teacher III

Eligibility Licensure Examination for Teachers

Trainings Relevant trainings

 FINAL RATING Descriptive Rating
0 - 1.499 Poor
1.5 - 2.499 Unsatisfactory
2.5 - 3.499 Satisfactory
3.5 - 4.499 Very Satisfactory
4.5 - 5 Outstanding