REPUBLIC OF THE PHILIPPINES

REGION III
DEPARTMENT OF EDUCATION
DIVISION OF SAN JOSE DEL MONTE CITY
San Jose del Monte City, Bulacan

INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) SY 2023-2024

PROFICIENT TEACHER

This excel tool was developed to help the teachers in the preparation of the Individual
Performance Commitment Review Form (IPCMRF) for the school year 2023-2024. The KRAs,
Objectives, and the performance indicators were generated from the DepEd Memorandum No.
008 s. 2023, dated February 3, 2023, entitled Multi-Year Guidelines on the Results-Based
Performance Management System-Philippines Professional Standard for Teachers.

Direction:
1. Open the excel file with the Microsoft Excel 2010 or a higher version of MS Excel
2. Click Enable Anything or Enable Macros (If appears on the MS Excel)
3. Click Update (Do not Ignore)
4. Click Read the Instruction Sheet
5. Proceed to the encoding sheet and encode the results of your rating to the respective objectives
6. Do not forget to encode in the encoding sheet the total number of your MOVs in every objectives
7. After you’ve finished the encoding of all your results and MOVs, proceed to Part II, Part III and Summary of IPCRF
8. In the Summary of IPCRF encode only the title of your presented MOVs
9. No need to input data in the IPCRF Form Sheet because it is already automated from the encoding sheet
10. Please double check the data before you print the automated forms
 INDIVIDUAL PERFORMANCE COMMITMENT FORM (IPCRF) ENCODING SHEET
Teacher I-III (Proficient Teacher)
Name of Employee: Name of Rater: Ma. Theresa L. Garces
Position: Position: VP for Academics - High School Department
Department: Date of Review:
Rating Period: Approving Authority: Sr. Marilyn J. Antonio. SNDS, PhD

Weight per No. of Numerical Ratings

KRA Objectives CO 1 CO 2 CO 3 CO 4 Ave Score
Objective MOVS Q E T Ave
1. Applied knowledge of content within and across curriculum teaching areas. (PPST 1.1.2)
6.25% 4 5 7 7 6 6.3 4 5 4.500 0.281
2. Used a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills. (PPST 1.4.2) 6.25% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
1. Content
Knowledge and 3. Applied a range of teaching strategies to develop critical and creative thinking, as well as
Pedagogy other higher-order thinking skills. (PPST 1.5.2) 6.25% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
4. Displayed proficient use of Mother Tongue, Filipino and English to facilitate teaching
and learning. (PPST 1.6.2) 6.25% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
5. Established safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines and procedures. (PPST 2.1.2) 6.25% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
6. Maintained learning environments that promote fairness, respect and care to encourage
2. Learning 6.25% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
learning. (PPST 2.2.2)
Environment &
Diversity of 7. Established a learner-centered culture by using teaching strategies that respond to their
Learners linguistic, cultural, socioeconomic and religious backgrounds. (PPST 3.2.2) 6.25% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
8. Adapted and used culturally appropriate teaching strategies to address the needs of
learners from indigenous groups. (PPST 3.5.2) 6.25% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
9. Set achievable and appropriate learning outcomes that are aligned with learning
competencies. (PPST 4.2.2) 6.25% #DIV/0! #DIV/0!
3. Curriculum
Planning & 10. Used strategies for providing timely, accurate and constructive feedback to improve
Assessment and learner performance. (PPST 5.3.2) 6.25% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Reporting 11.Utilized assessment data to inform the modification of teaching and learning practices
and programs. (PPST 5.5.2) 6.25% #DIV/0! #DIV/0!
12. Build relationships with parents/ guardians and the wider school community to
facilitate involvement in the educative process. (PPST 6.2.2) 6.25% #DIV/0! #DIV/0!
4. Personal 13. Participated in professional networks to share knowledge and to enhance practice.
Growth and (PPST 7.3.2) 6.25% #DIV/0! #DIV/0!
Professional
Development 14. Developed a personal improvement plan based on reflection of one’s practice and
ongoing professional learning. (PPST 7.4.2) 6.25% #DIV/0! #DIV/0!

15. Performed various related works / activities that contribute to the teachinglearning
process. 6.25% #DIV/0! #DIV/0!
Plus Factor
16. Submitted academic requirements that contribute to the teaching-learning
process
6.25% #DIV/0! #DIV/0!

Total: 100% 4 #DIV/0!

Adjectival Rating: #DIV/0!

0 Ma. Theresa L. Garces Sr. Marilyn J. Antonio. SNDS, PhD

Ratee Rater Approving Authority
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF)
Teacher I-III (Proficient Teacher)
Name of Employee: 0 Name of Rater: Ma. Theresa L. Garces
Position: 0 Position: VP for Academics - High School Department
Bureau/Center/Service/Division: 0 Date of Review: 0
Rating Period: 0 Approving Authority: Sr. Marilyn J. Antonio. SNDS, PhD

MEANS OF PERFORMANCE INDICATOR Weight per Numerical

KRA OBJECTIVE Very Satisfactory Average Score
VERIFICATION QET Outstanding (5) Satisfactory Unsatisfactory Poor Objectives Rating
(4)
1. Applied knowledge Classroom Observation Tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
rating sheet/s or inter-observer Level 7 in Objective 1 Level 6 in Objective 1 Level 5 in Objective Level 4 in Objective 1 as Level 3 in Objective 1
of content within and agreement form/s done through
across curriculum onsite / face-to-face / in-person as shown in COT rating as shown in COT rating 1 as shown in COT shown in COT rating as shown in COT
teaching areas. (PPST classroom observation. sheets / inter- sheets / inter-observer rating sheets / inter- sheets / inter-observer rating sheets / inter-
observer agreement agreement forms observer agreement agreement forms observer
1.1.2) If onsite / face-to-face / inperson forms forms agreement forms
classes are not implemented,
• through observation of
synchronous / asynchronous
or
No acceptable
3.125% 4
teaching evidence was shown
in other modalities; or

4.5 0.2810
• through observation of a
demonstration teaching* via LAC
session.

Efficiency Objective was met Objective was met No acceptable

within the allotted but evidence was
time instruction shown
exceeded the
allotted time 3.125% 5
2. Used a range of Classroom Observation Tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
rating sheet/s or inter-observer Level 7 in Objective 2 Level 6 in Objective 2 Level 5 in Objective Level 4 in Objective 2 as Level 3 in Objective 2
teaching strategies agreement form/s done through
that enhance learner onsite / face-to-face / in-person as shown in COT rating as shown in COT rating 2 as shown in COT shown in COT rating as shown in COT
achievement in classroom observation. sheets / inter- sheets / inter-observer rating sheets / inter- sheets / inter-observer rating sheets / inter-
observer agreement agreement forms observer agreement agreement forms observer
literacy and numeracy If onsite / face-to-face / inperson forms forms agreement forms
skills. (PPST 1.4.2)
3.125% ###
classes are not implemented,
• through observation of or
synchronous / asynchronous No acceptable
teaching evidence was shown
in other modalities; or

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

Efficiency Objective was met Objective was No acceptable

within the allotted met but evidence was
time instruction shown
exceeded the
allotted time 3.125% 0
1. Content
Knowledge and
Pedagogy 3. Applied a range of Classroom Observation Tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
rating sheet/s or inter-observer Level 7 in Objective 3 Level 6 in Objective 3 Level 5 in Objective Level 4 in Objective 3 as Level 3 in Objective 3
teaching strategies to agreement form/s done through
develop critical and onsite / face-to-face / in-person as shown in COT rating as shown in COT rating 3 as shown in COT shown in COT rating as shown in COT
creative thinking, as classroom observation. sheets / inter- sheets / inter-observer rating sheets / inter- sheets / inter-observer rating sheets / inter-
observer agreement agreement forms observer agreement agreement forms observer
well as other higher- If onsite / face-to-face / inperson forms forms agreement forms
order thinking skills.
3.125% ###
classes are not implemented,
• through observation of or
(PPST 1.5.2) synchronous / asynchronous No acceptable
teaching evidence was shown
in other modalities; or

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

Efficiency Objective was met Objective was No acceptable

within the allotted met but evidence was
time instruction shown
exceeded the
allotted time 3.125% 0
 4. Displayed Classroom Observation Tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
rating sheet/s or inter-observer Level 7 in Objective 4 Level 6 in Objective 4 Level 5 in Objective Level 4 in Objective 4 as Level 3 in Objective 4
proficient use of agreement form/s done through
Mother Tongue, onsite / face-toface / in-person as shown in COT rating as shown in COT rating 4 as shown in COT shown in COT rating as shown in COT
Filipino and English to classroom observation. sheets / interobserver sheets / inter-observer rating sheets / inter- sheets / inter-observer rating sheets / inter-
agreement forms agreement forms observer agreement agreement forms observer
facilitate teaching and If onsite / face-to-face / inperson forms agreement forms
learning. (PPST 1.6.2) classes are not implemented,
• through observation of
synchronous / asynchronous
or
No acceptable
3.125% ###
teaching in other modalities; or evidence was shown
• through observation of a

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

Efficiency Objective was met Objective was No acceptable

within the allotted met but evidence was
time instruction shown
exceeded the
allotted time 3.125% 0
5. Established safe Classroom Observation Tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
rating sheet/s or inter-observer Level 7 in Objective 5 Level 6 in Objective 5 Level 5 in Objective Level 4 in Objective 5 as Level 3 in Objective 5
and secure learning agreement form/s done through
environments to onsite / face-to-face / in-person as shown in COT rating as shown in COT rating 5 as shown in COT shown in COT rating as shown in COT
enhance learning classroom observation. sheets / interobserver sheets / inter-observer rating sheets / inter- sheets / inter-observer rating sheets / inter-
agreement forms agreement forms observer agreement agreement forms observer
through the If onsite / face-to-face / inperson forms agreement forms
consistent
3.125% ###
classes are not implemented,
• through observation of or
implementation of synchronous / asynchronous No acceptable
policies, guidelines teaching evidence was shown
and procedures. in other modalities; or

### #DIV/0!
• through observation of a
(PPST 2.1.2) demonstration teaching* via LAC
session.

Efficiency Objective was met Objective was No acceptable

within the allotted met but evidence was
time instruction shown
exceeded the
allotted time 3.125% 0
6. Maintained Classroom Observation Tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
rating sheet/s or inter-observer Level 7 in Objective 6 Level 6 in Objective 6 Level 5 in Objective Level 4 in Objective 6 as Level 3 in Objective 6
learning agreement form/s done through
environments that onsite / face-to-face / in-person as shown in COT rating as shown in COT rating 4 as shown in COT shown in COT rating as shown in COT
promote fairness, classroom observation. sheets / interobserver sheets / inter-observer rating sheets / inter- sheets / inter-observer rating sheets / inter-
agreement forms agreement forms observer agreement agreement forms observer
respect and care to If onsite / face-to-face / inperson forms agreement forms
encourage learning.
3.125% ###
classes are not implemented,
• through observation of or
(PPST 2.2.2) synchronous / asynchronous No acceptable
teaching evidence was shown
in other modalities; or

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

Efficiency Objective was met Objective was No acceptable

within the allotted met but evidence was
time instruction shown
exceeded the
allotted time 3.125% 0
7. Established a Classroom Observation Tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
rating sheet/s or inter-observer Level 7 in Objective 7 Level 6 in Objective 7 Level 5 in Objective Level 4 in Objective 7 as Level 3 in Objective 7
2. Learning learner-centered agreement form/s done through
Environment & culture by using onsite / face-to-face / in-person as shown in COT rating as shown in COT rating 7 as shown in COT shown in COT rating as shown in COT
Diversity of teaching strategies classroom observation. sheets / inter- sheets / inter-observer rating sheets / inter- sheets / inter-observer rating sheets / inter-
Learners observer agreement agreement forms observer agreement agreement forms observer
that respond to their If onsite / face-to-face / inperson forms forms agreement forms
linguistic, cultural,
3.125% ###
classes are not implemented,
• through observation of or
socioeconomic and synchronous / asynchronous No acceptable
religious teaching evidence was shown
backgrounds. (PPST in other modalities; or

### #DIV/0!
• through observation of a
3.2.2) demonstration teaching* via LAC
session.
 • through observation of
socioeconomic and synchronous / asynchronous
religious teaching
backgrounds. (PPST in other modalities; or

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

Efficiency Objective was met Objective was met No acceptable

within the allotted but evidence was
time instruction shown
exceeded the
allotted time 3.125% 0
8. Adapted and used Classroom Observation Tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
rating sheet/s or inter-observer Level 7 in Objective 8 Level 7 in Objective 8 Level 5 in Objective Level 4 in Objective 8 as Level 3 in Objective 8
culturally appropriate agreement form/s done through
teaching strategies to onsite / face-to-face / in-person as shown in COT rating as shown in COT rating 8 as shown in COT shown in COT rating as shown in COT
address the needs of classroom observation. sheets / inter- sheets / inter-observer rating sheets / inter- sheets / inter-observer rating sheets / inter-
observer agreement agreement forms observer agreement agreement forms observer
learners from If onsite / face-to-face / inperson forms forms agreement forms
indigenous groups. classes are not implemented,
or
• through observation of
(PPST 3.5.2) No acceptable
3.125% ###
synchronous / asynchronous
teaching evidence was shown
in other modalities; or
• through observation of a
demonstration teaching* via LAC
session.

### #DIV/0!
Timeliness Objective was met Objective was met No acceptable
within the allotted but evidence was
time instruction shown
exceeded the
allotted time
3.125% 0

9. Set achievable and At least one (1) lesson plan Quality Set learning outcomes Set learning outcomes Set learning Set learning outcomes No acceptable
(e.g., DLP, DLL, WHLP, WLP, WLL, were achievable and were achievable and outcomes were were not achievable or evidence was shown
appropriate learning Lesson Exemplars, and the likes) or
outcomes that are one lesson from a selflearning appropriate, and led appropriate, and achievable and appropriate, and were
aligned with learning module, developed by the ratee* to the attainment of contributed to the appropriate, and partially aligned with
and used in instruction, with the next related understanding of the are aligned with the the learning
competencies. (PPST achievable and appropriate competency, as shown next related learning competencies, as shown
4.2.2) learning outcomes that are aligned
in the competency, as shown competencies, as in the MOV submitted.
with the learning competencies as

0
MOV submitted. in the shown in the
3.125%
shown in any one (1) of the
following: • lecture/discussion MOV submitted. MOV submitted.
• activity/activity sheet
• performance task
• rubric for assessing
performance using criteria that
appropriately describe the target
output

Efficiency All of the learning Majority of the At least half of Less than half of the No acceptable
0.0 0.0000
outcomes set were learning outcomes the learning learning outcomes evidence was
aligned with the set were aligned outcomes set set were aligned with shown
learning with the learning were aligned with the learning
competencies as competencies as the learning competencies as
shown in the shown in the competencies as shown in the
MOV submitted MOV submitted shown in the
MOV submitted
MOV submitted
3.125% 0

3. Curriculum
Planning &
 10. Used strategies Classroom Observation Tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
rating sheet/s or inter-observer Level 7 in Objective 10 Level 6 in Objective 10 Level 5 in Objective Level 4 in Objective 10 Level 3 in Objective
for providing timely, agreement form/s done through
accurate and onsite / face-toface / in-person as shown in COT rating as shown in COT rating 10 as shown in COT as shown in COT rating 10 as shown in COT
constructive feedback classroom observation. sheets / interobserver sheets / inter-observer rating sheets / inter- sheets / inter-observer rating sheets / inter-
agreement forms agreement forms observer agreement agreement forms observer
to improve learner If onsite / face-to-face / inperson forms agreement forms
performance. (PPST
3.125% ###
classes are not implemented,
• through observation of or
5.3.2) synchronous / asynchronous No acceptable
teaching in other modalities; or evidence was shown
• through observation of a

### #DIV/0!
demonstration teaching* via LAC
session
3. Curriculum
Planning &
Assessment and Efficiency Objective was met Objective was met No acceptable
Reporting within the allotted but evidence was
time instruction shown
exceeded the
allotted time 3.125% 0
11.Utilized A list of identified least / most Quality Implemented a Developed materials Planned for a Analyzed learners’ No acceptable
mastered skills based on the teaching and learning based on learners’ teaching and mastered skills based on evidence was shown
assessment data to frequency of errors / correct
inform the responses with any strategy / program assessment data as learning strategy the frequency of errors
modification of one (1) of the following supporting using materials based evidenced by a and/or program and correct responses
MOVs on learners’ list of identified least / based on learners’ as evidenced by a list of
teaching and learning 1. accomplishment report for assessment data as most mastered skills assessment data identified least / most
practices and remedial / enhancement
evidenced by a with supporting as evidenced by a mastered
activities (e.g., remedial sessions,
programs. (PPST Summer Reading Camp, Phil- list of identified least / MOV No. 2 list of identified skills
5.5.2) IRIbased reading program) most mastered skills least / most
0
2. intervention material used
for remediation /
reinforcement /
with supporting
MOV No. 1
mastered skills
with supporting 3.125%
enhancement MOV No. 3
3. lesson plan/activity log for
remediation / enhancement
utilizing of assessment data to
modify teaching and learning
practices or programs

0.0 0.0000
Timeless Submitted MOV/s Submitted MOV/s Submitted MOV/s Submitted MOV/s No acceptable
showed utilization showed utilization of showed utilization showed utilization of evidence was shown
of assessment data assessment data of assessment assessment data in
across 4 across 3 quarters data across 2 only 1 quarter
quarters quarters

3.125% 0

12. Build relationships Any one (1) of the following: Quality Sustained Sustained engagement Secured Communicated with and No acceptable
1. Proof of participation in any engagement with parents/guardians collaboration obtained response from evidence was shown
with parents/ activity highlighting the objective,
guardians and the such as, but not limited the through regular and/or wider school with parents/guardians
wider school following: communication of community parents/guardians and/or wider school
• Receipt form/monitoring learners’ needs, to facilitate and/or wider school community
community to form during distribution of learning progress and involvement in the community to facilitate involvement
facilitate involvement materials, etc.
achievement to key educative process as to facilitate in the educative process
• Commitment form to
in the educative stakeholders, developed advocacy stakeholders, evidenced by 2 or involvement in the as evidenced by
process. (PPST 6.2.2) materials, certificate of including parents/ more of MOV educative process MOV No. 3
participation that shows
parents’/stakeholders’ engagement
signed by the school head, etc.
guardians, as shown in no. 1 or 2
the MOV submitted
as evidenced by one
MOV no. 1 or
3.125% 0
• Home visitation forms 2
• Any equivalent ALS
form/document
that highlights the objective
• Others (please specify and
provide annotations)
2. Parent-teacher log or proof
of other stakeholders meeting
(e.g., one-on-one parent-teacher
learner conference log; attendance
sheet with minutes of online or

0.0 0.0000
face-to-face meeting; proof of
involvement
in the learners’/parents’
orientation, etc.)
3. Any form of communication
 form/document
that highlights the objective
• Others (please specify and
provide annotations)
2. Parent-teacher log or proof
of other stakeholders meeting
(e.g., one-on-one parent-teacher
learner conference log; attendance
sheet with minutes of online or
Timeless Showed Showed engagement Showed Showed engagement No acceptable
0.0 0.0000
face-to-face meeting; proof of
involvement engagement with with engagement with with evidence was shown
in the learners’/parents’ parents/guardians parents/guardians parents/guardians parents/guardians
orientation, etc.)
3. Any form of communication and the wider and the wider school and the wider and the wider school
to parents/stakeholders (e.g., school community community across 3 school community community in only 1
notice of meeting; screenshot of
chat/text message/communication across 4 quarters quarters across 2 quarters quarter
with parent/guardian)

3.125% 0

13. Participated in 1. Certificate of completion in a Quality Participated in any Participated in any Participated in any Participated in any No acceptable
course/training Certificate of professional professional professional professional evidence was shown
professional networks participation in a webinar,
to share knowledge retooling, upskilling, and other network/activity that network/activity that network/activity network/activity that
and to enhance training/ seminar/ workshop with requires output* and requires output* and that requires does not require output
proof of implementation proof of proof of output* to share to share knowledge and
practice. (PPST 7.3.2) 2.Certificate of recognition/ implementation** implementation** knowledge and to to enhance practice as
speakership in a webinar and other
training/ seminar/ workshop within the school to within the enhance practice as evidenced by the
3. Any proof of participation to a share knowledge and department/ grade evidenced by the submitted MOV
benchmarking activity Any proof of
participation in school LAC sessions
(online/face-to-face) certified by
to enhance practice as
evidenced by the
submitted MOV
level to share
knowledge and to
enhance practice as
submitted MOV
3.125% 0
the LAC
Coordinator evidenced by the
4Others (please specify and submitted MOV
provide annotations)

0.0 0.0000
4. Personal Growth
and Professional
Development Timeless Participated in Participated in Participated in Participated in No acceptable
professional professional professional professional networks evidence was shown
networks to share networks to share networks to share to share knowledge
knowledge and to knowledge and to knowledge and to and to enhance
enhance practice
across 4 quarters
enhance practice
across 3 quarters
enhance practice
across 2 quarters
practice in only 1
quarter 3.125% 0

14. Developed a 1. Certification from the ICT Quality Updated professional Discussed progress on Set professional Accomplished the e-SAT No acceptable
Coordinator / School Head / development goals professional development goals at the beginning of the evidence was shown
personal Focal Person in charge of eSAT
improvement plan 2. IPCRF-DP during Phase II of the development goals based on e-SAT school year as
based on reflection of 3. Mid-year Review Form (MRF) RPMS Cycle as with the rater during results as evidenced by
4. Updated IPCRF-DP from evidenced by the mid-year review evidenced by MOV 1
one’s practice and Phase II MOV 4 as evidenced by MOV 2
ongoing professional
learning. (PPST 7.4.2)
MOV 3
2.33% 0

0.0 0.0000
 learning. (PPST 7.4.2)

Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

acceptable MOVs acceptable MOVs acceptable acceptable MOV evidence was shown
MOVs

2.083% 0
0.0 0.0000

Timeless All four (4) Three (3) of the Two (2) of the Only one (1) of the No acceptable
submitted MOVs submitted MOVs submitted MOVs submitted evidence was shown
were accomplished were accomplished were MOVs was
within the within the accomplished accomplished within
prescribed RPMS prescribed RPMS within the the prescribed RPMS
Phase Phase prescribed RPMS Phase
Phase
2.083% 0

15. Performed Any one (1) proof of: Quality Performed at least Performed at least Performed at least Performed at least No acceptable
● committee involvement; one (1) related work one (1) related work one (1) related work one (1) related work evidence was shown
various related works ● involvement as
/ activities that module/learning material / activity that / activity that / activity that / activity that
contribute to the writer/validator; contributed to the contributed to the contributed to the contributed to the
● involvement as a resource teaching-learning teaching-learning teaching-learning teaching-learning
teachinglearning person/speaker/learning facilitator process beyond the process within the process within the process within the class
process. in in the
school / school / learning as evidenced by the
RO/SDO/school-initiated
TV/radio-based instruction; Community Community area/department as submitted MOV
● book or journal authorship/ Learning Center (CLC) Learning Center (CLC) evidenced by the
co-authorship/contributorship;
● advisorship/coordinatorship/
chairpersonship;
as evidenced by the
submitted MOV.
as evidenced by the
submitted MOV.
submitted MOV. 2.083% 0
● participation in
demonstration teaching;
● participation as research
presenter in a forum/conference;
● mentoring of
pre-service/inservice teachers;
● conducted research within
the rating period; ● others (please
specify) with annotation on how it
contributed to the teachinglearning
Efficiency Submitted MOV that Submitted MOV that Submitted MOV Applied a personal No acceptable
details the achieved details the perceived that philosophy of evidence was shown
positive contribution positive contribution shows teaching that is
to the teaching- to the teaching- considerable learner-centered in
learning process, as learning process, as overlap with, only 1 quarter
Plus Factor evidenced by the
annotation
evidenced by the hence
annotation provided. significantly
0.0 0.0000
provided. affecting the
performance of
the actual
teaching learning
2.083% 0
process.
 Timeless Submitted MOVs Submitted MOVs Submitted MOVs Submitted MOV/s No acceptable
were distributed were distributed were distributed was/were evidence was shown
across 4 quarters across 3 quarters across 2 quarters completed in only
1 quarter
2.083% 0

16 . Submitted Consistently meet Frequently meet the Occasionally meet Rarely meet the No acceptable
academic the scheduled scheduled dealine of the scheduled scheduled deadline evidence was shown
requirements that dealine of the the academic deadline academic
contribute to the academic requirements that academic requirements that
teaching-learning
process
Quality requirements that
contribute to the
contribute to the
teaching learning
requirements that
contribute to the
contribute to the
teaching-learning 3.125% 0
teaching learning process as shown in teaching-learning process as shown in
process as shown in the MOV submitted process as shown the MOV submitted
the MOV submitted in the MOV

Submitted MOV's Submitted MOV's

submitted
Submitted MOV's Submitted MOV's No acceptable 0.0 0.0000
were distributed were distributed were distributed was/were completed evidence was shown
across 4 quarters across 3 quarters across 2 quarters in only 1 quarter

Timelines 3.125% 0

Total 100% Overall Ratings #DIV/0!

Adjective Ratings #DIV/0!

0 Ma. Theresa L. Garces Sr. Marilyn J. Antonio. SNDS, PhD

Ratee Rater Approving Authority
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) SUMMARY
Teacher I-III (Proficient Teacher)
Name of Employee: 0 Name of Rater: Ma. Theresa L. Garces
Position: 0 Position: VP for Academics - High School Department
Bureau/Center/Service/Division: 0 Date of Review: 0
Rating Period: 0 Approving Authority: Sr. Marilyn J. Antonio. SNDS, PhD

SUMMARY
KRA Objectives Q E T MOVS No. of MOVs
1. Applied knowledge of content within and across curriculum teaching areas. (PPST 1.1.2)
/ / 4

2. Used a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills. (PPST 1.4.2) / 0
1. Content
Knowledge and
Pedagogy 3. Applied a range of teaching strategies to develop critical and creative thinking, as well as other
higher-order thinking skills. (PPST 1.5.2) / 0

4. Displayed proficient use of Mother Tongue, Filipino and English to facilitate teaching and
learning. (PPST 1.6.2) / 0

5. Established safe and secure learning environments to enhance learning through the consistent
implementation of policies, guidelines and procedures. (PPST 2.1.2) / 0

6. Maintained learning environments that promote fairness, respect and care to encourage
2. Learning
learning. (PPST 2.2.2) / 0
Environment &
Diversity of 7. Established a learner-centered culture by using teaching strategies that respond to their
Learners
linguistic, cultural, socioeconomic and religious backgrounds. (PPST 3.2.2) / 0

8. Adapted and used culturally appropriate teaching strategies to address the needs of learners
from indigenous groups. (PPST 3.5.2) / 0

9. Set achievable and appropriate learning outcomes that are aligned with learning competencies.
(PPST 4.2.2) 0

3. Curriculum 10. Used strategies for providing timely, accurate and constructive feedback to improve learner
Planning &
Assessment and performance. (PPST 5.3.2) / 0
Reporting
11.Utilized assessment data to inform the modification of teaching and learning practices and
programs. (PPST 5.5.2) 0

12. Build relationships with parents/ guardians and the wider school community to
facilitate involvement in the educative process. (PPST 6.2.2) 0

4. Personal 13. Participated in professional networks to share knowledge and to enhance practice. (PPST
Growth and
Professional 7.3.2) 0
Development
14. Developed a personal improvement plan based on reflection of one’s practice and ongoing
professional learning. (PPST 7.4.2) 0

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

16. Submitted academic requirements that contribute to the teaching-learning process 0

Total: 4

0 Ma. Theresa L. Garces Sr. Marilyn J. Antonio. SNDS, PhD

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

1. Achieves results with optimal use of time and resources most of the time. 0 1.suggests
Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes and
better ways to do things (cost and/or operational efficiency). ###
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
0 2.create
Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal productivity to
higher value and results. ###
correctly and consistently. Able to produce very satisfactory quality work in terms of
usefulness/acceptability and completeness with no supervision required.
0 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions. ###
4. Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on
new or more precise ways of meeting goals set. 0 4. Translates creative thinking into tangible changes and solutions that improve the work unit and organization. ###
5. Makes specific changes in the system or in own work methods to improve performance. Examples
may include doing something better, faster, at a lower cost, more efficiently, or improving quality,
customer satisfaction, morale, without setting any specific goal.
0 5.succeed
Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability to
with minimal resources. ###

CORE SKILLS
Oral Communication Written Communication
1. Follow instruction accurately. 0 1. Used business communication formats. ###
2.Expresses self clearly, fluently and articurately. 0 2. Writes routine correspondence/communications, narrative and descriptivereport based on readily available
information data with minimal spelling or grammatical error/s (e.g. memos, minutes, etc.) ###
3. Uses Appropriate medium for the message. 0 3. Secures information from required references (i.e. Directories, schedules, notices, instructions) for specific
purposes. ###
4. Adjust communication styles to others. 0 4. Self-edits words, numbers, phonetic notation and content, if necessary. ###
5. Guides discussion between and among peers to meet an objectives. 0 5. Demonstrates clarity, fluency, impact, conciseness and effectiveness in his/her written communications. ###
Computer/ICT Skills OVERALL COMPETENCY RATINGS
1. Prepares basic compositions (e.g.,letters, reports, spreadsheets and graphics presentation using
Word Processing and Excel. ###
2.Identifies different computer parts, turns the computer on/off, and work on a given task with
acceptable speed and accuracy and connects computer peripherals (e.g. printers, moderns, multimedia
projects, etc.)
### CORE BEHAVIORAL COMPETENCIES 0.00

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

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

conducting research and communicate through local and global professional networks. ### OVERALL RATINGS 0.00

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

Note: These competencies are monitored to inform professional development plans (DepEd Order No. 2, s. 2015, p. 9).
 0 Ma. Theresa L. Garces Sr. Marilyn J. Antonio. SNDS, PhD
Ratee Rater Approving Authority
 PART IV: DEVELOPMENT PLANS
Action Plan
(Recommended Developmental
Strengths Development Needs Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies

B. Core Behavioral Competencies

Feedback:
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__________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
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____________________________

0 Ma. Theresa L. Garces Sr. Marilyn J. Antonio. SNDS, PhD

Ratee Rater Approving Authority