Republic of the Philippines

Department of Education (DepEd)

Region VI -Western Visayas
SCHOOLS DIVISION OF GUIMARAS
San Miguel, Jordan, Guimaras
Telefax (033) 581-2158
Email Add: deped_guimaras09@yahoo.com

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR TEACHER

Name of Employee: Name of Rater:
Position: Position:
Review Period: Date of Review:
School: Period:
TO BE FILLED DURING
TO BE FILLED IN DURING PLANNING
EVALUATION
Weight
per RATING
MFOs KRA's OBJECTIVES TIMELINES Performance Indicators(Quality, Efficiency, Timeliness) Actual Results SCORE
KRA
(%) Q E T A
Quality Efficiency Timeliness
Basic 40% 5
Education Prepared 100% and Delivered 100% Prepared and
Services 1. Teaching- above DLPs/DLLs DLPs/DLLs with delivered DLPs/
Learning without error prior to adequate and updated DLL based on
Process 1.1 Prepared and June-March 10% teaching with the IMs. schedules.
delivered daily following evidences:
lesson plans * DLPs/DLLs signed by
including the school head
appropriate, adequate *lesson plans
and updated 4
instructional Prepared 90%-99% 90%-99% Prepared and
materials. DLPs/DLLs with DLPs/DLLs delivered DLPs/
complete evidences. DLLs 10
minutes after the
schedules.
3
Prepared 80%-89% 80%-89% Prepared and
lesson plans/DLLs but DLPs/DLLs delivered DLPs/
lack 1 evidence. DLLs 15
minutes after the
 schedules.
2
Prepared 70%-79% 70%- 79% Prepared and
DLPs/DLLs but lack 2 DLPS/DLLs delivered DLPs/
evidences. DLLs 20
minutes after the
Schedule
1
Prepared 50% Below 50% Prepared and
DLPs/DLLs but no DLPS/DLLs delivered LPs/
evidence at all. DLLs 25
minutes after the
schedules.
Quality Efficiency Timeliness
1.2 Facilitated June-March 20% 5
learning by utilizing Utilized 5 or more Utilized 5 or more Utilized within
5 or more teaching teaching strategies teaching strategies the scheduled
strategies in a year. supported with the with 95-100% date
following mastery level.
documents/evidences:
*instructional materials
used
*list of teaching
strategies
*activity sheets
*pictures/documentation
4
Utilized 4 of teaching Utilized 4 teaching 1 day delayed
strategies with complete strategies with 90-
evidences 94% mastery level.
3
Utilized 3 teaching Utilized 3teaching 2 days delayed
strategies with complete strategies with 85-
evidences 89% mastery level.

2
Utilized 2 teaching Utilized 2 teaching 3 days delayed
strategies with complete strategies with 80-
evidences 84% mastery level.
1
Utilized below 1 Utilized 1 teaching 4 days delayed
teaching strategy with strategy only with
 complete evidences. 79-75% mastery
level
Quality Efficiency Timeliness
1.3. Utilized 5 or June-March 10% 5
more effective 5- Initiated 5 or more 5- 0 cases of conflict 5- Orientation
strategies on effective strategies on and bullying and
classroom classroom management implementation
management and and discipline with the done as
discipline in the following support scheduled
teaching-learning documents:
process and group *list of
tasks. initiated/formulated
classroom rules,
guidelines and group
tasks
*anecdotal records
*school guidance form
4
Initiated 4 effective 1 to 2 cases of 2 days delayed
strategies on classroom conflict and bullying.
management and
discipline with complete
support documents
3
Initiated 3 effective 3 to 4 cases of 1 week delayed
strategies on classroom conflict and bullying.
management and
discipline with complete
support documents
2
Initiated 2 effective 5 to 6 cases of 2 weeks delayed
strategies on classroom conflict and bullying
management and
discipline with complete
support documents
1
Initiated 1 effective 7 or more cases of 3 weeks delayed
strategies on classroom conflict and bullying.
management and
discipline with complete
support document
Quality Efficiency Timeliness
2. Pupils/ 40% 5
Students Administered 4 Administered 4 Submitted the
Outcomes formative tests and at formative tests and 5 needed report on
2.1 Administered 4 June - March 15% least 5 summative tests summative tests or before the
formative tests with the following deadline
quarterly at least 5 support evidences:
summative tests and *test questions given
maintained pupils’ *class record containing
progress within the pupils’ ratings in all
rating period. classes/subject areas
handled
*students’ portfolio
* summative tests given
*result of pre-test and
post-test supported by
analysis report on
subject area per
class/grade level
*analysis of quarterly
assessment given
*list of least learned
skills in quarterly and
summative assessments
4
Administered 3 Administered 3 1 day delayed
formative tests and 4 formative tests and 4
summative tests. summative tests
3
Administered 2 Administered 2 2 days delayed
formative tests and 3 formative tests and 3
summative tests. summative tests
2
Administered 1 Administered 1 3 days delayed
formative test and 2 formative tests and 2
summative tests. summative tests
1
Administered 1 Have not one week
formative test and 1 administered delayed
summative test formative tests and
summative tests.
Quality Efficiency Timeliness
2.2 Conducted 5 or June-March 10% 5
more remediation/ Conducted 5 or more Conducted 5 or more Conducted as
enrichment programs remediation/ enrichment remediation/ scheduled
to improve programs with the enrichment programs
performance following support with 95-100% work
indicators documents: accomplishment.
*list of pupils conducted
with remediation/
enrichment programs
*attendance sheets
*approved proposal
*class record containing
pupils’ performance
during the conduct of
remediation/ enrichment
program
*list of activities
conducted
*accomplishment report
4
Conducted 4 with Conducted 4 2 days delayed
support evidences remediation/
enrichment programs
with 90-94 work
accomplishment.
3
Conducted 3 with Conducted 3 3 days delayed
support evidences remediation/
enrichment programs
with 89-93 % work
accomplishment.
2
Conducted 2 with Conducted 2 1 week delayed
support evidences remediation/
enrichment programs
with 84-88 work
accomplishment
1
Conducted 1 but with Conducted and 2 weeks delayed
support evidences evaluated 1 quarterly
assessment and 1
summative test
Quality Efficiency Timeliness
2.3 Achieved NAT June-March 15% 5
MPS based on
current PDP target. 5- 79.87% or more in
 NAT MPS
Note 1: Kinder to
Grade 6 Teachers 4
and teachers with no
class advisory is 4- 79.00% - 79.50% in
Grade 6 NAT. NAT MPS

3
Note 2: Grade 7 to 10
is NAT MPS of the 3- 78.00%- 78.99% in
school. NAT MPS
Note 3: Target MPS 2
75% for Secondary
and 80% for
2- 77.00%- 77.99% in
Elementary in SY
NAT MPS
2015-2016, for MPS
of 80 or more, 1
maintain or increase.
1- 0% increase in NAT
Quality Efficiency Timeliness
3. Community 10% 5
Involvement Conducted 5 or more Conducted 5 or more Conducted the
3.1 Conducted 5 or June-March 5% PTA meetings/ Homeroom PTA Homeroom PTA
more Homeroom conferences with the meetings meetings/
PTA meetings. following evidences: /conferences conferences as
*letter to parents signed scheduled
by the schools head
*attendance/parents’
logbook
*minutes of the meeting
*pictures/documentation
4
Conducted 4 Homeroom Conducted 4 1 day delayed
PTA Homeroom PTA
meetings/conferences meetings/
with complete evidences conferences
3
Conducted 3 Homeroom Conducted 3 2 days delayed
PTA Homeroom PTA
meetings/conferences meetings/
with complete evidences conferences
 2
Conducted 2 Homeroom Conducted 2 3 days delayed
PTA Homeroom PTA
meetings/conferences meetings/
with complete evidences conferences

1
Conducted 1 Homeroom Conducted 1 1 week delayed
PTA Homeroom PTA
meetings/
conferences

Quality Efficiency Timeliness

3.2 Participated/ June-March 5% 5
Supported in Participated/ supported
activities of 4 activities
government and non- 4
governmental Participated/ supported
organizations in a 3
school year.
3
Participated/ supported
2
2
Participated/ supported
1
1
No participation
Quality Efficiency Timeliness
4.Professional 10% 5
Growth and Attended/
Development Participated in 5 or
4.1 Attends June-March 5% more seminars/trainings
/Participates in 5 or 4
more seminars, 4
trainings for and
similar activities for
3
updates on the recent 3
development in 2
education in a year. 2
1
1
Quality Efficiency Timeliness
4.2 Attends/ June-March 3% 5
Participates in Attended/ Participated Attended/Participated
at least 5 co- in 5 co-curricular/ in at least 5 co-
curricular/school school activities with curricular/ school
activities within the the following support activities
rating period. documents:
*attendance sheets
*pictures/documentation
*certificates
4
Attended/Participated in Attended/Participated
4 co-curricular/ school in 4 co-curricular/
activities with complete school activities
evidences
3
Attended/Participated in Attended/Participated
3 co-curricular/ school in 3 co-curricular/
activities with complete school activities
evidences
2
Attended/ Participated Attended/Participated
in 2 co-curricular/ in 2 co-curricular/
school activities with school activities
complete evidences
1
Attended/Participated in Attended/Participated
1 co-curricular/ school in 1 co-curricular
activity with complete school activity
evidences
Quality Efficiency Timeliness
4.3 Obtains/Attains June-March 2% 5
post graduate units/ Obtained/Attained CAR
degree/ scholarship or Diploma in the
grants. Graduate Program/
finished a scholarship
grant
4
With 24 MA units
3
With 18 MA units
2
With 9 MA units
 1
Bachelor’s Degree
*To get the score, the rating is multiplied by the weight assigned. FINAL RATING

Rating= Average per objective X weight per objective

Score= Sum of all ratings per KRA
Overall Rating= Sum of all scores

School Head or

_____________________________________ _____________________________________ NOVELYN M. VILCHEZ, Ph.D., CESE

School Head / Dept. Head/Master Teacher Teacher OIC-Assistant Schools Division Superintendent
RATER RATEE APPROVING AUTHORITY
 NUMERICAL
ADJECTIVAL RATING DESCRIPTION OF MEANING OF RATING
RATING

Performance represents an extraordinary level of achievement and commitment in

terms of quality and time, technical skills and knowledge, ingenuity, credibility,
5 Outstanding creativity and initiative. Employees at this performance level should have demonstrated
exceptional job mastery in all major areas of responsibility. Employee achievement and
contributions to the organization are of marked excellence
Performance exceeded expectations. All goals, objectives and targets were achieved
4 Very Satisfactory
above established the standards.
Performance met expectations in terms of quality of work, efficiency and timeliness. The
3 Satisfactory
most critical annual goals are met.
Performance failed to meet expectations, and/or one or more of the most critical goals
2 Unsatisfactory
were not met.
Performance was consistently below expectations, and/or reasonable progress toward
1 Poor critical goals was not made. Significant improvement is needed in one or more
important areas.
This rating scale is based on the Civil Service Commission Memorandum Circular No. 06, series 2012 that sets the guidelines on the establishment
and implementation of the Strategic Performance Management System (SPMS) in all government agencies.

RATING ADJECTIVAL RATING SCALE DESCRIPTION

4.500 – 5.000 Outstanding
5 Role Model
3.500 – 4.499 Very Satisfactory
2.500 – 3.499 Satisfactory
4 Consistently demonstrates
1.500 – 2.499 Unsatisfactory 3 Most of the time demonstrates
Below 1.499 Poor 2 Sometimes demonstrates
The overall rating/assessment for the accomplishments shall fall within the following 1 Rarely demonstrates
adjectival ratings and shall be in three (3) decimal points. Competencies shall be monitored for developmental purposes in evaluating the individual’s
demonstration of competencies, this rating scale apply.
Grievances and Appeals

1. A Grievance Committee shall be created in each level of the organization to act as appeals
4. The Grievance Committee shall decide on the appeals within one (1) month from receipt.
Board and final arbiter of all issues relating to the implementation of RPMS.
Appeals lodged at any Grievance Committee shall follow the hierarchical jurisdiction of
2. The office performance assessment as discussed in the performance review and various Grievance Committee within the agency. For example, the decision of the Division
evaluation phase shall be final and not appealable. Any issues/appeal on the initial Grievance Committee is appealable to the Regional Grievance Committee, which decision is
performance assessment of an office shall be discussed and decided during the in turn appealable to the Central Office Grievance Committee.
performance review conference.
5. The decision of the Central Office Grievance Committee is Final.
3. Individual employees who feel aggrieved or dissatisfied with their final performance
ratings can file an appeal with the Grievance Committee at their level within ten (10)
working days from date of receipt of notice of their performance evaluation rating
from the rater. The ratee, however, shall not be allowed to protest the performance
ratings of co-employees. Ratings obtain by the ratee can only be used as basis for reference
for comparison in appealing the individual performance rating.

CORE BEHAVIORAL COMPETENCIES
Self-Management
 Sets personal goals and direction, needs and development.
 Undertakes personal actions and behaviors that are clear and purposive and takes into
account personal goals and values congruent to that of the organization.
 Displays emotional maturity and enthusiasm for and is challenged by higher goals.
 Prioritize work tasks and schedules (through Gant charts, checklists, etc.) to achieve
goals.
 Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics
 Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical
Standards for public officials and employees (RA 6713).
 Practice ethical and professional behavior and conduct taking into account the impact
of his/her actions and decisions.
 Maintains a professional image: being trustworthy, regularity of attendance and
punctuality, good grooming and communication.
 Makes personal sacrifices to meet the organization’s needs.
 Acts with a sense of urgency and responsibility to meet the organization’s needs,
improve systems and help others improve their effectiveness.
Result Focus
o Achieves results with optimal use of time and resources most of the time.
o Avoids rework, mistakes and wastage through effective work methods by
placing organizational needs before personal needs.
o Delivers error-free outputs most of the time by conforming to standard operating
procedures correctly and consistently. Able to produce very satisfactory quality
of work in terms of usefulness/acceptability and completeness with no
supervision required.
o Express 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.
o 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
PART II: COMPETENCIES
Teamwork
 Willingly does his/her share of responsibility.
 Promotes collaboration and removes barriers to teamwork and goal accomplishment
across the organization.
 Applies negotiation principles in arriving at win-win agreements.
 Drives consensus and team ownership of decisions.
 Works constructively and collaboratively with others and across organizations to
accomplish organizational goals and objectives.
Service Orientation
 Can explain and articulate organizational directions, issues and problems.
 Takes personal responsibility for dealing with and/or correcting customer service issues
and concerns.
 Initiates activities that promotes advocacy for men and women empowerment.
 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.
Innovation
o 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).
o Demonstrates an ability to think “beyond the box”. Continuously focuses on
improving personal productivity to create higher value and results.
o Promotes a creative climate and inspires co-workers to develop original ideas or
solutions.
o Translates creative thinking into tangible changes and solutions that improve the
work unit and organization.
o Uses ingenious methods to accomplish responsibilities. Demonstrates
resourcefulness and the ability to succeed with minimal resources
Scale Definition
5 Role Model
4 Consistently Demonstrates
3 Most of the Time Demonstrates
2 Sometimes Demonstrates
1 Rarely Demonstrates
TEACHING COMPETENCIES
Achievement
o Delivered accurate and updated content knowledge using appropriate methodologies,
approaches and strategies.
o Selected, prepared and utilized available technology and other instructional materials
appropriate to the learner’s and learning objectives.
o Provided appropriate learning tasks, portfolio and projects that support development of
good study habits.
o Created situations that encourage the learners to use high order thinking skills through
the use of local language among others if needed.
o Used integration of language, literacy, numeracy skills and values in teaching.
Managing Diversity
o Set objectives that are within the experiences and capabilities of learners.
o Utilized varied designs, techniques and activities suited to the different kinds of
learners.
o Paced lessons appropriate to the needs and difficulties of learners.
o Recognized multi-cultural background of learners when providing learning
opportunities.
o Adopted strategies to address needs of differently – abled learners.
Accountability
o Provided equal opportunities for all learners regardless of gender
o Maintained safe and orderly classroom free from distractions.
o Inspired learners to set and value high performance targets for themselves.
o Handled behavior problems quickly and with due respect to children’s right.
o Created situation that develop a positive attitude among learners towards their subject
and teacher.
OVERALL COMPETENCY RATINGS
CORE BEHAVIORAL COMPETENCIES
TEACHING COMPETENCIES
OVERALL RATING
 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating Adjectival Rating

Accomplishments of KRAs and Objectives

RATER – RATEE AGREEMENT

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

Name of Employee: Name of Superior:

Teacher School Head / Dept. Head/Master Teacher

Signature: Signature:

Date: Date:
 PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs Recommended Developmental Timeline Resources Needed
Interventions

CERTIFICATION AND COMMITMENT

This is to certify that my competency assessment and development plan have been Ratee’s Name and Signature
discussed with me by my immediate superior. I further commit that I will exert time and
effort to ensure that my Individual Development Plan is achieved according to agreed time Teacher
frames
Rater’s Name and Signature
This is to certify that I have objectively completed the competency assessment of my staff.
Furthermore, I commit to support and ensure that this agreed Individual Development Plan
of my staff is achieved according to agreed time frames. School Head / Dept. Head/Master Teacher

Approving Authority’s Name and Signature

I commit to support and ensure that this agreed Individual Development Plan is achieved School Head or
according to the agreed time frames.
NOVELYN M. VILCHEZ, Ph.D., CESE
OIC-Assistant Schools Division Superintendent
 PERFORMANCE REVIEW AND EVALUATION FORM

KRA OBJECTIVE OUTPUT MOV

_________________________________________
Signature over Printed Name of Ratee