Republic of the Philippines

Department of Education

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW

(IPCRF) PART I-IV
SY 2021-2022
This form is an Excel-based version of the Part I-IV of the Individual Performance Comm
Form (IPCRF) as prescribed in the DepEd Order No. 2, s. 2015. It is intended to assist Teach
preparation of their IPCRF forms at different RPMS phases, e.g. Individual Performance Co
Review Form (IPCRF) and Development Plan during Performance Planning and Commitme
accomplished IPCRF with computed final rating during Performance Review and Evaluatio
gathered using this tool will help the Rater in identifying the needs of teachers and in prov
interventions.

This tool shall be accomplished by each teacher. When all Parts I-IV are accomplished,
print and submit this tool, with the Portfolio, to the Rater for final review and assessment

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

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

Encoding Sheet-Proficient & Encoding Sheet-Highly Proficient

The sheet is partially locked and only certain parts (Information box on top, spaces for rati
Authority at the bottom) are unlocked for encoding. This is where you will encode the rati
in all the Classroom Observation periods (COT 1-2) as reflected in the Classroom Observati
Sheets, and/or from the Supplementary Materials/TRFs you have provided in applicable O
will also encode your IPCRF rating (Quality/Q) for the other objectives. The sheet automati
average transmuted rating of your ratings, which will be the rating for Quality for the class
in the RPMS. The final ratings are automatically reflected in the IPCRF-Part 1 and IPCRF-Pa

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

The sheet automatically generates after encoding in the Encoding Sheet. NO MORE EDITIN
SHEET.

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

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

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

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

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

This sheet, the Individual Performance Commitment Review Form Summary Sheet, shows
(Quality/Q) per objective, your Average and Score per Objective, and your Final Rating for
Data in this sheet are automatically generated from the encoded information and ratings
ONLY THE COLORED CELLS (see note on the sheet) should be edited.

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

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

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

2. Click Enable editing when a prompt appears.

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

5. Read and understand all the contents of this 'READ THIS' Sheet, then click Begin at t

B. Encoding IPCRF Ratings (in the Encoding Sheet & IPCRF-Part 3)

1. Encode all required information at the uppermost portion of the sheet. Input the N
Position, Bureau/Center/Service/Division, Rating Period, Name of Rater, Position of Rater,
the name of the Approving Authority at the bottom of the sheet.

2. Input your all Ratings for the Classroom Observation period(s) you have been obser
Supplementary Materials/TRFs you have provided in applicable Objectives. The Sheet com
RPMS Rating for Quality for the classroom-observable Objectives based on the ratings tha
at least 1 COT/Supp Material/TRF and up to at most 2). If you only have 1 COT/Supp Mate
encode the ratings under COT/Supp Material/TRF 1. Leave COT/Supp Material/TRF 2 blan
the other objectives. Note that only a certain number of cells are editable on this sheet an
3. Double check if all ratings in the necessary Q columns are filled in on both the Enco
3. Take NOTE of and follow the instructions found on the right side of some objectives. En
and Adjectival Ratings reflect on the space at the bottom of the sheet.

C. Accomplishing the Competencies Part of the IPCRF

1. Open the IPCRF-Part 2 sheet to begin encoding.

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

D. Preparing the Development Plans

1. Open the IPCRF-Part 4 sheet to begin encoding.
2. Encode your strengths and development needs for both the Functional Competenci
I) and the Core Behavioral Competencies (in Part II).

3. Input your corresponding action plan (including the Learning Objectives and Interve
resources needed.

E. Submitting IPCRF Parts I-IV to your Rater

Print all 4 sheets: IPCRF-Parts 1-4 that you have accomplished, in the required number
 2. Encode your strengths and development needs for both the Functional Competenci
I) and the Core Behavioral Competencies (in Part II).
3. Input your corresponding action plan (including the Learning Objectives and Interve
resources needed.

E. Submitting IPCRF Parts I-IV to your Rater

Print all 4 sheets: IPCRF-Parts 1-4 that you have accomplished, in the required number
your Rater, together with your RPMS Portfolio. There will be a face-to-face validation of th
and the Rater.

T1-T3?
Begin.

Developed by:

ANGELO D. UY
School Principal II
Biñan City Science and Technology High School
Schools Division Office of Biñan City
tion

AND REVIEW FORM

Performance Commitment and Review

nded to assist Teachers/Ratees in the
ual Performance Commitment and
ning and Commitment phase,
eview and Evaluation phase. The data
eachers and in providing appropriate

are accomplished, the teacher should

ew and assessment.

cel Workbook has 11 viewable sheets:

t
top, spaces for ratings, and name of Approving
will encode the ratings that you have obtained
Classroom Observation Tool (COT) Rating
ded in applicable Objectives. This is where you
The sheet automatically computes for the
Quality for the classroom observable objectives
Part 1 and IPCRF-Part 3.

et. NO MORE EDITING IS ALLOWED ON THIS

encode the results of the assessment of your

cy indicators that you have demonstrated
ally locked and only the spaces where will you
of Core Behavioral Competencies are unlocked
cies (e.g. Self-Management, Professionalism
encode the results of the assessment of your
cy indicators that you have demonstrated
ally locked and only the spaces where will you
of Core Behavioral Competencies are unlocked
cies (e.g. Self-Management, Professionalism

mary Sheet, shows your IPCRF rating

our Final Rating for the performance cycle.
mation and ratings in the IPCRF-Part 1 sheet.

mpletely unlocked. Use this sheet to encode

plan, timeline, and resources needed based on
r Development Plan based on the results of

then click Begin at the bottom to start.

rt 3)
sheet. Input the Name of Employee/Ratee,
r, Position of Rater, Date of Review. Type also

ou have been observed, and/or Ratings for the

tives. The Sheet computes for the transmuted
d on the ratings that you encoded (e.g., from
e 1 COT/Supp Material/TRF, you just need to
Material/TRF 2 blank. Input the Q ratings for
ble on this sheet and these cannot be blank.
n on both the Encoding Sheet, and IPCRF-Part
ome objectives. Ensure that Final Numerical

ach of the 6 categories of Core

ormance cycle.

ctional Competencies (RPMS Objectives in Part

jectives and Interventions), timeline, and

he required number of copies. Submit these to

ctional Competencies (RPMS Objectives in Part

jectives and Interventions), timeline, and

he required number of copies. Submit these to

face validation of the IPCRF between the Ratee

T1-T3? MT1-MT4?
Begin. Begin.
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) ENCODING SHEET
Teacher I-III (Proficient Teacher)
Name of Employee: SARAH JOY V. TAÑEDO Name of Rater: IRENE M. BLANCO
Position:
Bureau/Center/Service/ TEACHER III Position: HEAD TEACHER III
Division: DIVISION OF ORIENTAL MINDORO Date of Review: July 4, 2022
Rating Period: SY 2021-2022 (August 2021-July 2022)

COT/Supp
COT COT/Supp Material/TRF 2
Weight per Weight per Material/TRF 1
KRA Objectives Indicator Numerical Ratings Score
KRA Objective
No. (Set) COT RPMS 5-pt RPMS 5-pt
COT Rating
Rating Scale Scale Q E T Ave
Objective 1 5% 1 7 5 7 5 5 5.000 0.250
Objective 2 5% 5 5.000 0.250
KRA 1 20%
Objective 3 5% 2 7 5 7 5 5 5.000 0.250
Objective 4 5% 3 7 5 7 5 5 5.000 0.250
Objective 5 5% 4 A
SET 7 5 7 5 4 4.000 0.200
Objective 6 5% 5 7 5 7 5 5 5.000 0.250
(Supp
SET 0.000 0.000
KRA 2 20% Objective 7 5% 6 SET AB
Materia 7 5 7 5 5 5.000 0.250
(Supp
(COT)
l) 0.000 0.000
Objective 8 5% 7 SET B
Materia 7 5 7 5 5 5.000 0.250
SET
l) A
(COT) 7 5 7 5 5 5.000 0.250
Objective 9 5% 8 SET
(COT)B
0.000 0.000
SET
(TRF)A
7 5 7 5 5 5.000 0.250
KRA 3 20% Objective 10 5% 9 SET
(COT)B
0.000 0.000
Objective 11 5% (TRF) 4 4.000 0.200
Objective 12 5% 4 4.000 0.200
Objective 13 5% 4 4.000 0.200
Objective 14 5% 5 5.000 0.250
Objective 15 5% 4 4.000 0.200
KRA 4 30%
Objective 16 5% 4 4.000 0.200
Objective 17 5% 4 4.000 0.200
Objective 18 5% 5 5.000 0.250
KRA 5 10% Objective 19 10% 5 5.000 0.500
Final Rating 4.650
Adjectival Rating Outstanding

SARAH JOY V. TAÑEDO IRENE M. BLANCO SARLEN V. CASTILLO,PhD

Ratee Rater Approving Authority
 5. Plus Factor SY 2021-2022 Quality Performed at least 1 related
19. Performed various 10% Performed at least 1 Performed at least 1 related Performed at least 1 related Performed at least 1 related No acceptable evidence was
work/activity that contribute to
5 0.500
related works/activities related work/activity that work/activity that contribute work/activity that contribute work/activity that contributed to shown
the teaching-lerning process
that contribute to the contribute to the teaching- to the teaching-lerning to the teaching-lerning the teaching-learning process beyond the school/Community
teaching-learning lerning process beyond process within the process within the learning within the class as evidenced by Learning Center (CLC) as
process the school/Community school/Community Learning area/department as submitted MOV evidenced by submitted MOV
Learning Center (CLC) as Center (CLC) as evidenced evidenced by submitted
evidenced by submitted by submitted MOV MOV
MOV

RATING FOR OVERALL ACCOMPLISHMENTS Outstanding 4.650

ADJECTIVAL RATING EQUIVALENCES
RANGE ADJECTIVAL RATING
4.500-5.000 Outstanding
3.500-4.499 Very Satisfactory
2.500-3.499 Satisfactory
1.500-2.499 Unsatisfactory
Below 1.499 Poor

SARAH JOY V. TAÑEDO IRENE M. BLANCO SARLEN V. CASTILLO,PhD

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

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

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

3. Displays emotional maturity and enthusiasm for and is challenged by higher goals.
5 3. Applies negotiation principles in arriving at win-win agreements.
5
4. Prioritizes work tasks and schedules (through Gantt chants, checklists, etc.) to achieve goals. 4. Drives consensus and team ownership of decisions.

5. Works constructively and collaboratively with others and across organizations to accomplish organization
5. Sets high quality, challenging, realistic goals for self and others.
goals and objectives.
Professionalism and Ethics Service Orientation
1. Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards for
1. Can explain and articulate organizational directions, issues and problems.
Public Officials and Employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking into account the impact of his/her actions
2. Takes personal responsibility for dealing with and/or correcting customer service issues and concerns.
and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good
grooming and communication.
5 3. Initiates activities that promote advocacy for men and women empowerment.
5
4. Participates in updating office vision, mission, mandates and strategies based on DepEd strategies and
4. Makes personal sacrifices to meet the organization’s needs.
directions.
5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve system and 5. Develops and adopts service improvement program through simplified procedures that will further
help others improve their effectiveness. enhance service delivery.
Results Focus Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes and
1. Achieves results with optimal use of time and resources most of the time.
suggests better ways to do things (cost and/or operational efficiency).
2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal
before personal needs. productivity to create higher value and results.

3. Delivers error-free outputs most of the time by conforming to standard operating procedures correctly and
consistently. Able to produce very satisfactory quality work in terms of usefulness/acceptability and
completeness with no supervision required.
5 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions. 4
4. Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new or 4. Translates creative thinking into tangible changes and solutions that improve the work unit and
more precise ways of meeting goals set. organization.

5. Makes specific changes in the system or in own work methods to improve performance. Examples may
5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability to
include doing something better, faster, at a lower cost, more efficiently, or improving quality, customer
succeed with minimal resources.
satisfaction, morale, without setting any specific goal.

Note: The assessment in the demonstration of competencies shall not be reflected in the final rating. These competencies are monitored to inform professional development plans (DepEd Order No. 2, s. 2015, p. 9).
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) SUMMARY SHEET
Teacher I-III (Proficient Teacher)

Name of Employee: SARAH JOY V. TAÑEDO Name of Rater: IRENE M. BLANCO

Position: TEACHER III Position: HEAD TEACHER III
Bureau/Center/Service/Division: DIVISION OF ORIENTAL MINDORO Date of Review: July 4, 2022
Rating Period: SY 2021-2022 (August 2021-July 2022)

Weight per Weight per Numerical Ratings

KRA Objectives Score
KRA Objective Q E T Ave
Objective 1 5% 5 5.000 0.250
Objective 2 5% 5 5.000 0.250
KRA 1 20%
Objective 3 5% 5 5.000 0.250
Objective 4 5% 5 5.000 0.250
Objective 5 5% 4 4.000 0.200
Objective 6 5% 5 5.000 0.250
KRA 2 20%
Objective 7 5% 5 5.000 0.250
Objective 8 5% 5 5.000 0.250
Objective 9 5% 5 5.000 0.250
Objective 10 5% 5 5.000 0.250
KRA 3 20%
Objective 11 5% 4 4.000 0.200
Objective 12 5% 4 4.000 0.200
Objective 13 5% 4 4.000 0.200
Objective 14 5% 5 5.000 0.250
Objective 15 5% 4 4.000 0.200
KRA 4 30%
Objective 16 5% 4 4.000 0.200
Objective 17 5% 4 4.000 0.200
Objective 18 5% 5 5.000 0.250
KRA 5 10% Objective 19 10% 5 5.000 0.500
Final Rating 4.650
Adjectival Rating Outstanding

SARAH JOY V. TAÑEDO IRENE M. BLANCO SARLEN V. CASTILLO,PhD

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

KRA 1, OBJECTIVE 1.1.2 To apply knowledge and

KRA 4, OBJECTIVE 5.3.2 To use To use strategies for providing *Learning and Development Team
content within and across curriculum teaching Attending workshops, seminars, and
strategies for providing timely, accurate, timely, accurate, and constructive *Supervisors/School Head/Master
areas. trainings about strategies for providing Year Round
and constructive feedback to improve feedback to improve learners' Teachers/Teachers
constructive feedback to students.
learner performance. performance. *Local Funds

To establish a professional
KRA 5, OBJECTIVE 6.2.2 To build *Learning and Development Team
KRA3, OBJECTIVE 4.2.2 To set achievable and relationship with parents and the
relationships with parents/guardians and Attending HPTA meeting and other related *Supervisors/School Head/Master
appropriate learning outcomes that are aligned with wider school community to ensure Year Round
the wider school community to facilitate trainings. Teachers/Teachers
learning competencies. that educational services are
involvement in the educative process. *Local Funds
delivered.

B. Core Behavioral Competencies

*Service Orientation focuses on taking *Attending seminar that would provide
*Self – Management personal responsibility for dealing with educational advise to recognoze and meet
*To recognize and meet the needs
*Professionalism and Ethics and/or correcting customer service issues the needs of the learners.
of learners. *Human Resource Training and
*Results Focus and concerns. *Incorporating the next In-Service Training
*To use resourceful methods to Year Round Development
*Teamwork *Innovation (INSET) the workshop on conceptualization
accomplish responsibilities. *Local Funds
*Service Orientation particularly in using ingenious methods to of innovative and ingenious methods and
accomplish responsibilities. solutions.

Feedback:
____________________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________

SARAH JOY V. TAÑEDO IRENE M. BLANCO SARLEN V. CASTILLO,PhD

RATEE RATER APPROVING AUTHORITY
 PART IV: DEVELOPMENT PLANS (Phase I)
Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies
KRA 1. OBJECTIVE 2. Used
research-based knowledge and
KRA 4. OBJECTIVE 16. Applied a
principles of teaching and learning to
personal philosophy of teaching that
enhance professional practice.
is learner-centered. (PPST Indicator
(PPST Indicator 1.2.2)
7.1.2)
To develop a wide range of
teaching strategies that enhance
*Learning and Dervelopment
critical and creative thinking, as
Attend trainings, workshops, LAC Team *Supervisors/School
well as higher order thinking skills Year Round
sessions and Webinars Head/Master Teachers/Teachers
of the learners with the use of a
KRA 2. OBJECTIVE 7. Maintained KRA 1. OBJECTIVE 4. Used *Local Funds
personal philosophy of teaching
learning environments that nurture effective verbal and non-verbal that is learner-centered.
and inspire learners to participate, communication strategies to support
cooperate and collaborate in learner understanding, participation,
continued learning. (PPST Indicator engagement and achievement.
2.2.2) (PPST Indicator 1.7.2)

B. Core Behavioral Competencies

*Uses resourceful methods to *Coaching

*Self – Management accomplish responsibilities.
*Professionalism and Ethics *Demonstrate resourcefulness and *Incorporating the next In-Service *Human Resource Training
*Innovation *Service the ability to succeed with minimal
*Results Focus Training (INSET) the workshop on In-Service Training and Development
Orientation resources. *Participates in updating
conceptualization of innovative and
*Teamwork office vision, mission, mandates and *LocalFunds
strategies based on DepEd strategies ingenious methods and solutions.
and directions.

Feedback:
___________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________

SARAH JOY V. TAÑEDO IRENE M. BLANCO SARLEN V. CASTILLO,PhD

RATEE RATER APPROVING AUTHORITY
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) ENCODING SHEET
Master Teacher I-IV (Highly Proficient Teacher)

Name of Employee: Name of Rater:

Position: Position:
Bureau/Center/Service/Division Date of Review:
Rating Period: SY 2021-2022 (August 2021-July 2022)

COT/Supp COT/Supp
Weight Material/TRF 1 Material/TRF 2
COT Indicator No. Numerical Ratings
KRA Weight per KRA Objectives per
(Set)
Objective COT RPMS 5-pt COT RPMS 5-pt
Rating Scale Rating Scale Q E T
Objective 1 5% 1 0 0 #DIV/0!
Objective 2 5% #DIV/0!
KRA 1 20%
Objective 3 5% 2 0 0 #DIV/0!
Objective 4 5% 3 0 0 #DIV/0!
Objective 5 5% 4 0 0 #DIV/0!
Objective 6 5% 5 0 0 #DIV/0!
KRA 2 20%
Objective 7 5% #DIV/0!
Objective 8 5% #DIV/0!
SET A (COT) 0 0 #DIV/0!
Objective 9 5% 6
SET B (TRF) #DIV/0!
SET A (COT) 0 0 #DIV/0!
KRA 3 20% Objective 10 5% 7
SET B (TRF) #DIV/0!
Objective 11 5%
Objective 12 5%
Objective 13 5%
Objective 14 5%
Objective 15 5%
KRA 4 30%
Objective 16 5%
Objective 17 5%
KRA 4 30%

Objective 18 5%
KRA 5 10% Objective 19 10%
Final Rating
Adjectival Rating

0 0
Ratee Rater Approving Au
EET

ical Ratings Score FOR OBJ 9-10:

Accomplish ONLY
Ave the white cells on
#DIV/0! #DIV/0! 0 0 #DIV/0!
#DIV/0! #DIV/0! 0 0 the #DIV/0!
SET (A or B)
#DIV/0! #DIV/0! 0 0 that#DIV/0!
you used.
#DIV/0! #DIV/0! 0 0 Leave the other
#DIV/0!
#DIV/0! #DIV/0! 0 0 SET #DIV/0!
blank. Delete
#DIV/0! #DIV/0! 0 0 content
#DIV/0!
of Column
#DIV/0! #DIV/0! 0 0 #DIV/0!
K (Quality Rating),
#DIV/0! #DIV/0! 0 0 #DIV/0!
#DIV/0! #DIV/0! 0 0 Column
#DIV/0!N (Ave)
#DIV/0! #DIV/0! 0 0 and#DIV/0!
Column O
#DIV/0! #DIV/0! 0 0 (Score)
#DIV/0!
#DIV/0! #DIV/0! 0 0 corresponding
#DIV/0! to
0.000 0.000 the Set that YOU
0.000 0.000
0.000 0.000
DID NOT USE.
0.000 0.000 FINAL &
0.000 0.000 ADJECTIVAL
0.000 0.000 RATINGS will
0.000 0.000 appear if you
correctly followed
these instructions.
 FINAL &
ADJECTIVAL
RATINGS will
appear if you
0.000 0.000
0.000 0.000
correctly followed
#DIV/0! these instructions.
#DIV/0!

Approving Authority
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR MASTER TEACHERS I-IV
Name of Employee: 0 Name of Rater: 0
Position: 0 Position: 0
Bureau/Center/Service/Division: 0 Date of Review: December 30, 1899
Rating Period: SY 2021-2022 (August 2021-July 2022)

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

PERFORMANCE INDICATORS
WEIGHT Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor ACTUAL Rating
MFO KRAS OBJECTIVES TIMELINE QET SCORE
PER KRA RESULTS (Quality)
5 4 3 2 1
Quality #DIV/0!
1. Content 1. Modelled SY 2021-
20% Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #DIV/0! #DIV/0!
Knowledge and effective 2022 Objective 1 as Objective 1 as Objective 1 as Objective 1 as Objective 1 as
Pedagogy applications of shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
content rating sheets rating sheets rating sheets rating sheets rating sheets OR No
knowledge within acceptable
and across evidence was
curriculum shown.
teaching areas.
Basic Education Services

Quality Modelled and evaluated No acceptable #DIV/0!

2. Evaluated with SY 2021- Modelled and Modelled and Modelled and
with colleagues effective evidence was
#DIV/0! #DIV/0!
colleagues the 2022 evaluated with evaluated with evaluated with
effectiveness of colleagues effective colleagues effective colleagues effective strategy/ies that reflect/s shown
teaching strategies that reflect strategies that reflect strategies that reflect application of relevant
teaching practices that
adjustments or integration of well- consistent application promote critical literacy
strategies that
modifications in connected teaching of relevant teaching and/or critical numeracy
promote learner teaching practices to practices that promote practices that promote skills in some aspects of
achievement in enhance critical critical literacy and/or critical literacy and/or the lesson as evidenced
literacy and literacy and/or critical critical numeracy skills critical numeracy skills by the submitted
numeracy numeracy skills as as evidenced by the in all aspects of the learning material
evidenced by the submitted learning lesson as evidenced
submitted learning material by the submitted
material learning material
 Quality #DIV/0!
3. Modelled and SY 2021- Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #DIV/0! #DIV/0!
supported 2022 Objective 3 as Objective 3 as Objective 3 as Objective 3 as Objective 3 as
colleagues in the shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
proficient use of rating sheets rating sheets rating sheets rating sheets rating sheets OR No
Mother Tongue,
acceptable
Filipino and English
to improve teaching
evidence was
and learning, as shown.
well as to develop
learners’ pride of
their language,
heritage and
culture.
Quality #DIV/0!
4. Displayed a SY 2021- Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #DIV/0! #DIV/0!
wide range of 2022 Objective 4 as Objective 4 as Objective 4 as Objective 4 as Objective 4 as
effective verbal and shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
non-verbal rating sheets rating sheets rating sheets rating sheets rating sheets OR No
classroom
acceptable
communicatio n
strategies to
evidence was
support learner shown.
understanding,
participation,
engagement and
achievement

2. Learning Quality #DIV/0!

5. Exhibited SY 2021-
20% Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #DIV/0! #DIV/0!
Environment effective 2022 Objective 5 as Objective 5 as Objective 5 as Objective 5 as Objective 5 as
strategies that shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
ensure safe and rating sheets rating sheets rating sheets rating sheets rating sheets OR No
secure learning acceptable
environments to evidence was
enhance learning shown.
through the
consistent
implementation of
policies,
guidelines and
procedures
 Quality #DIV/0!
6. Exhibited SY 2021- Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #DIV/0! #DIV/0!
effective practices 2022 Objective 6 as Objective 6 as Objective 6 as Objective 6 as Objective 6 as
to foster learning shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
environments that rating sheets rating sheets rating sheets rating sheets rating sheets OR No
promote fairness, acceptable
respect and care evidence was
to encourage shown.
learning

Quality #DIV/0!
7. Worked with SY 2021- Modelled varying Modelled varying Modelled effective Modelled an No acceptable #DIV/0! #DIV/0!
colleagues to 2022 strategies that strategies that strategies that effective strategy evidence was
share successful sustain a supportive sustain a supporting promote a that promote a shown
strategies that learning learning supportive learning supportive learning
sustain supportive environment for environment and environment and environment and
learning learners to feature all elements engage learners to engage learners to
environments that recognize each of collaborative participate, participate,
nurture and other’s learning learning as shown cooperate, and/or cooperate, and/or
inspire learners to strengths and value in the submitted collaborate in collaborate in class
participate, the contribution of learning material continued learning discussions as
cooperate and others as evidenced as shown in the shown in the
collaborate in by the submitted submitted learning submitted learning
continued learning material materials materials
learning
 Quality #DIV/0!
8. Modelled SY 2021- Modelled and Modelled and Modelled and Modelled and No acceptable #DIV/0! #DIV/0!
successful 2022 discussed with discussed with discussed with discussed with evidence was
strategies and colleagues effective colleagues colleagues varied colleagues a shown
supported strategies that consistent teaching practices teaching practice
colleagues in reflect modifications application of that successfully that successfully
promoting in teaching teaching practices motivate learners to motivate learners to
learning practices to sustain that successfully work productively by work productively by
environments that learner motivation in motivate learners to assuming assuming
effectively monitoring and monitor and responsibility for responsibility for
motivate learners evaluating their own evaluate their own their own learning their own learning
to work learning as shown learning as shown as shown in the as shown in the
productively by in the submitted in the submitted submitted learning submitted learning
assuming learning material learning material material material
responsibility for
their own learning

#DIV/0!
3. Diversity of 9. Assisted SY 2021-
20% Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #DIV/0! #DIV/0!
Learners, colleagues to 2022 (SET A) Demonstrated
Quality Objective 9 as Level Objective 9 as Level
Demonstrated Objective 9 as Level
Demonstrated Objective 9 as Level
Demonstrated Objective 9 as Level
Demonstrated #DIV/0!
#DIV/0! #DIV/0!
Curriculum and design, adapt and (SET B) 5shown in theinCOT
as shown the 4shown in theinCOT
as shown the 3shown in theinCOT
as shown the 2shown in theinCOT
as shown the 1shown in theinCOT
as shown the
Planning & implement rating sheets
TRFs rating sheets
TRFs rating sheets
TRFs rating sheets
TRFs rating OR
TRFs sheets
No OR No
Assessment and teaching acceptable
Reporting strategies that are evidence was
responsive to shown
learners with
disabilities, #DIV/0!
10. Developed SY 2021- Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in #DIV/0! #DIV/0!
and applied 2022 (SET A) Objective 10 as Objective 10 as Objective 10 as Objective 10 as Objective 10 as
teaching shown in the COT shown in the COT shown in the COT shown in the COT shown in the COT
strategies to rating sheets rating sheets rating sheets rating sheets rating sheets OR No
address acceptable
effectively the evidence was
needs of learners shown.
from indigenous
groups
#DIV/0!
Quality Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level #DIV/0! #DIV/0!
(SET B) 5 as shown in the 4 as shown in the 3 as shown in the 2 as shown in the 1 as shown in the
TRFs TRFs TRFs TRFs TRFs OR No
acceptable
 Quality #N/A
11. Worked SY 2021- Worked with Worked with Worked with Evaluated the No acceptable 0 0.000
collaboratively 2022 colleagues in colleagues in listing colleagues in design of learning evidence was
with colleagues to redesigning learning detailed evaluating the programs that shown
evaluate the programs based on recommendations design of learning develop the
design of learning the list of on improving the programs that knowledge and
programs that recommendations design of learning develop the skills of learners at
develop the as evidenced by programs based on knowledge and different ability
knowledge and MOV No. 1 the results of skills of learners at levels without the
skills of learners evaluation as different ability help of colleagues
at different ability evidenced by MOV levels as evidenced as evidenced by
levels No. 2 by MOV No. 3 MOV No. 4

Quality #N/A
12. Worked SY 2021- Evaluated activities Implemented Explored Planned activities No acceptable 0 0.000
collaboratively 2022 with colleagues by activities with interventions with with colleagues to evidence was
with colleagues to looking for key colleagues to colleagues to address the use of shown
analyze and success indicators address the use of address utilization assessment data to
utilize (p. 14, DO 35, s. assessment data to of assessment data modify practices
assessment data 2016) as evidenced modify practices which could be in and/or programs as
to modify by the submitted and/or programs as the form of learning evidenced by the
practices and MOV evidenced by the materials, submitted MOV
programs to submitted MOV instructional
further support materials,
learner progress equipment,
and achievement strategies in
teaching, modality
in teaching,
program, etc. (p. 9,
DO 35, s. 2016) as
evidenced by the
submitted MOV
 Quality #N/A
4. Community 13. Reflected on SY 2021-
30% Synthesized the Consulted Conducted FGD Conducted a survey No acceptable 0 0.000
Linkages and and evaluated 2022 evaluations from the parents, guardians, with teachers on to gather feedback evidence was
Professional learning wider school and/or other programs, projects, on programs, shown
Engagement & environments that community of the external and/or activities that projects, and/or
Personal Growth are responsive to programs, projects, stakeholders on maintain the activities that are
community and/or activities that programs, projects, learning responsive to
and Professional
contexts maintain the and/or activities that environments community contexts
Development learning maintain the responsive to as evidenced by
environment learning community context MOV No. 4
responsive to environments to reflect on and
community context responsive to evaluate them as
as evidenced by community context evidenced by MOV
MOV No. 1 to reflect on and No. 3
evaluate them as
evidenced by MOV
No. 2

Quality #N/A
14. Discussed SY 2021- Discussed with Discussed with Discussed with Planned for a No acceptable 0 0.000
with colleagues 2022 colleagues teaching colleagues teaching colleagues teaching discussion of evidence was
teaching and and learning and learning and learning teaching and shown
learning practices practices that practices that practices that learning practices
that apply existing adhere to laws, adhere to laws, adhere to laws, that adhere to laws,
codes, laws and regulations, and regulations, and regulations, and regulations, and
regulations that responsibilities responsibilities responsibilities responsibilities
apply to the specified in the specified in the specified in the specified in the
teaching Code of Ethics for Code of Ethics for Code of Ethics for Code of Ethics for
profession, and Professional Professional Professional Professional
the Teachers and Teachers and Teachers as Teachers as
responsibilities reviewed the reviewed the evidenced by MOV evidenced by MOV
specified in the annotated evidence personal reflection No. 3 No. 4
Code of Ethics for of practice of notes of colleagues
Professional colleagues as as evidenced by
Teachers evidenced by MOV MOV No. 2
No. 1
 Quality #N/A
15. Exhibited SY 2021- Evaluated with Conducted Discussed with Implemented No acceptable 0 0.000
commitment to 2022 teachers the discussions with teachers certain school policies and evidence was
and supported implementation of teachers on the school policies and procedures as shown
teachers in the certain school progress of procedures for evidenced by MOV
implementation of policies and implementation of uniform No. 4
school policies procedures as certain school implementation as
and procedures to evidenced by MOV policies and evidenced by MOV
foster harmonious No. 1 procedures as No. 3
relationships with evidenced by MOV
learners, parents No. 2
and other
stakeholders

Quality #N/A
16. Manifested a SY 2021- Evaluated Implemented Planned for an Demonstrated a No acceptable 0 0.000
learner- centered 2022 lesson plans of plan for an activity activity to support learner-centered evidence was
teaching colleagues to to support colleagues in teaching philosophy shown
philosophy in enhance their own colleagues in enhancing their own in one aspect of
various aspects of learner- centered enhancing their own learner- centered practice (i.e., lesson
practice and teaching practice as learner- centered teaching practice as planning) as
support evidenced by MOV teaching practice as evidenced by MOV evidenced by MOV
colleagues in No. 1 evidenced by MOV No. 3 No. 4
enhancing their No. 2
own learner-
centered teaching
philosophy
 Quality #N/A
17. Identified and SY 2021- Identified and Identified and Identified and Identified personal No acceptable 0 0.000
utilized personal 2022 utilized personal utilized personal utilized personal professional evidence was
professional professional professional professional strengths that shown
strengths to strengths to uphold strengths to uphold strengths to uphold uphold the dignity of
uphold the dignity the dignity of the dignity of the dignity of teaching as a
of teaching as a teaching as a teaching as a teaching as a profession as
profession to help profession to help profession to help profession to help evidenced by MOV
build a positive build a positive build a positive build a positive No. 4
teaching and teaching and teaching and teaching and
learning culture learning culture learning culture learning culture
within the school within the school by within the school by within the school in
inspiring unity in initiating activities to responding to an
responding to avoid potential issue or a
potential threats and threats and risks to challenging situation
risks to the school the school as evidenced by
community as community as MOV No. 3
evidenced by MOV evidenced by MOV
No. 1 No. 2

Quality #N/A
18. Reflected on SY 2021- Updated Conducted Planned for Accomplished the e- No acceptable 0 0.000
the Philippine 2022 professional mid-year review professional SAT at the evidence was
Professional development goals with colleagues as development based beginning of the shown
Standards for during Phase II of evidenced by MOV on e- SAT results as school year as
Teachers to plan the RPMS Cycle as No. 2 or 3 evidenced by MOV evidenced by MOV
personal evidenced by MOV No. 4 No.5
professional No.1
development
goals and assist
colleagues in
planning and
achieving their
own goals
 Quality #N/A
5. Plus Factor 19. Performed SY 2021-
10% Performed at least 1 Performed at least 1 Performed at least 1 Performed at least 1 No acceptable 0 0.000
various related 2022 related work/activity related work/activity related work/activity related work/activity evidence was
works/activities that contribute to that contribute to that contribute to that contributed to shown
that contribute to the teaching-lerning the teaching-lerning the teaching-lerning the teaching-
the teaching- process beyond the process within the process within the learning process
learning process school/Community school/Community learning within the class as
Learning Center Learning Center area/department as evidenced by
(CLC) as evidenced (CLC) as evidenced evidenced by submitted MOV
by submitted MOV by submitted MOV submitted MOV

RATING FOR OVERALL ACCOMPLISHMENTS #DIV/0! #DIV/0!

ADJECTIVAL RATING EQUIVALENCES
RANGE ADJECTIVAL RATING
4.500-5.000 Outstanding
3.500-4.499 Very Satisfactory
2.500-3.499 Satisfactory
1.500-2.499 Unsatisfactory
Below 1.499 Poor

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

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

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

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

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

5. Works constructively and collaboratively with others and across organizations to accomplish organization
5. Sets high quality, challenging, realistic goals for self and others.
goals and objectives.
Professionalism and Ethics Service Orientation
1. Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical Standards for
1. Can explain and articulate organizational directions, issues and problems.
Public Officials and Employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking into account the impact of his/her actions
2. Takes personal responsibility for dealing with and/or correcting customer service issues and concerns.
and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good
3. Initiates activities that promote advocacy for men and women empowerment.
grooming and communication.
4. Participates in updating office vision, mission, mandates and strategies based on DepEd strategies and
4. Makes personal sacrifices to meet the organization’s needs.
directions.
5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve system and 5. Develops and adopts service improvement program through simplified procedures that will further
help others improve their effectiveness. enhance service delivery.
Results Focus Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes and
1. Achieves results with optimal use of time and resources most of the time.
suggests better ways to do things (cost and/or operational efficiency).
2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal
before personal needs. productivity to create higher value and results.

3. Delivers error-free outputs most of the time by conforming to standard operating procedures correctly and
consistently. Able to produce very satisfactory quality work in terms of usefulness/acceptability and 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
completeness with no supervision required.

4. Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new or 4. Translates creative thinking into tangible changes and solutions that improve the work unit and
more precise ways of meeting goals set. organization.

5. Makes specific changes in the system or in own work methods to improve performance. Examples may
5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability to
include doing something better, faster, at a lower cost, more efficiently, or improving quality, customer
succeed with minimal resources.
satisfaction, morale, without setting any specific goal.

Note: The assessment in the demonstration of competencies shall not be reflected in the final rating. These competencies are monitored to inform professional development plans (DepEd Order No. 2, s. 2015, p. 9).
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) SUMMARY SHEET
Master Teacher I-IV (Highly Proficient Teacher)

Name of Employee: 0 Name of Rater: 0

Position: 0 Position: 0
Bureau/Center/Service/Division: 0 Date of Review: December 30, 1899
Rating Period: SY 2021-2022 (August 2021-July 2022)

Weight per Weight per Numerical Ratings

KRA Objectives Score
KRA Objective Q E T Ave
Objective 1 5% #DIV/0! #DIV/0! #DIV/0!
Objective 2 5% #DIV/0! #DIV/0! #DIV/0!
KRA 1 20%
Objective 3 5% #DIV/0! #DIV/0! #DIV/0!
Objective 4 5% #DIV/0! #DIV/0! #DIV/0!
Objective 5 5% #DIV/0! #DIV/0! #DIV/0!
Objective 6 5% #DIV/0! #DIV/0! #DIV/0!
KRA 2 20%
Objective 7 5% #DIV/0! #DIV/0! #DIV/0!
Objective 8 5% #DIV/0! #DIV/0! #DIV/0!
Objective 9 5% 0.000 0.000 FOR OBJ 9-10, Manually ty
Objective 10 5% 0.000 0.000 from the SET (A or B) used
KRA 3 20%
Objective 11 5% 0 0.000 0.000
Objective 12 5% 0 0.000 0.000
Objective 13 5% 0 0.000 0.000
Objective 14 5% 0 0.000 0.000
Objective 15 5% 0 0.000 0.000
KRA 4 30%
Objective 16 5% 0 0.000 0.000
Objective 17 5% 0 0.000 0.000
Objective 18 5% 0 0.000 0.000
KRA 5 10% Objective 19 10% 0 0.000 0.000
Final Rating #DIV/0!
Adjectival Rating #DIV/0!
 0 0 0
Ratee Rater Approving Authority
 FOR OBJ 9-10, Manually type in the colored cells the QUALITY ratings
from the SET (A or B) used (see IPCRF-Part 1). Then unfill the cell color.
 PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies

B. Core Behavioral Competencies

Feedback:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
_________________________

0 0 0
RATEE RATER APPROVING AUTHORITY