Individual Performance Commitment and Review Form (IPCRF)

Name of Employee: LINDO

_______________________
S. LECERA
Position: Teacher I
Bureau/Center/Service/Division: DepEd - Schools Division of Zambonga del Norte
Rating Period: June 2014-Macrh 2015

MFOs

KRA

Basic
Education
Services

Teaching
-Learning
Process

Pupils
Outcomes

OBJECTIVES
* Prepared Lesson plans or daily
logs of activities.

TO BE FILLED IN DURING PLANNING

PERFORMANCE INDICATORS (Quality, Efficiency, Timeliness)
Weight
TIMELINE
per KRA
June to March

10%

5- All daily lesson logs had the following objective that aligned with the CG , indicating Teacher's
guide, Manual, Textbook & Module, No. learners within mastery level, No. of learners needing
remediation/reinforcement, 4- lacked 1 indicator, 3- lacked 2 indicators, 2- lacked 3 indicators, 1lacked 4 indicators

* Facilitated learning through the June to March

used of instructional materials and
innovative teaching startegies.

20%

5- Has provided learning activities that allow all learners reach their full potential, aligned the lesson
objectives, teaching methods, learning activities, instructional materials and other resources
appropriate to the learners, 4- lacked 1 indicator, 3- lacked 2 indicators, 2- lacked 3 indicators and
1- lacked 4 indicators

*Monitored attendance,
maintained safe and motivating
environment, cleanliness and
orderliness of classrooms.

June to March

10%

5- Has checked daily attendance, provided equal opportunities, recognized fairness and
consideration among learners and maintained safe and orderly classroom, 4- lacked 1 indicator, 3lacked 2 indicators, 2- lacked 3 indicators and 1- lacked 4 indicators

*Checked, recorded, evaluated

and monitored pupil's progress.

June to March

10%

5-Has conducted valid and reliable formative and summative tests as seen in the pupils portfolio.
Has recorded, enterpreted and used test result in improving teaching learning process and
manifisted fairness in the interpretation of test results, 4- lacked 1 indicator, 3- lacked 2 indicators,
2- lacked 3 indicators and 1- lacked 4 indicators

*Conducted remediation for slow

learners, reinforcement for
average and enrichment activity
for the fast learners.

June to March

5%

5- Evidences showed the records of remediation, reinforcement and one-on- one enrichment activity.
Has listed the benificiaries of the activities and given time allotment as shown in the class program,
4- lacked 1 indicator, 3- lacked 2 indicators , 2- lacked 3 indicators and 1- lacked 4 indicators

*Kept and maintained accurate

pupils school records.

June to March

5%

Community Conducted periodic Homeroom

Linkages Meetings.

June to March

15%

5- Has showed the minutes of meetings conducted, attendance sheet, action plan for pupils that
needs development and Memorandum of Agreement from parents of PARDOs, 4- lacked 1 indicator,
3- lacked 2 indicators, 2- lacked 3 indicators, 1- lacked 4 indicators

Conducted home visitation of

PARDOs and pupils needing
academic monitoring/follow-up.

June to March

10%

5- 130% percent accomplished, 4- 115%-129% accomplished, 3- 100%-114% accomplished, 2- 51%

to 99% accomplished and 1- below 50%.

5%

5- 130% percent accomplished, 4- 115%-129% accomplished, 3- 100%-114% accomplished, 2- 51%

to 99% accomplished, 1- below 50%.

5%

5- At least 3 for division level, 4- at least 2 for division level, 3- at least 1 for division level, 2- district
level and 1- school level.

Initiated projects and activities

June to March
with external funding/ sponsorship
Plus Factor Acted as trainer/facilitator in the
national, regional, district and
school level

June to March

5- Has prepared Teacher's portfolio contains the records of pupils such as; School Forms 1, 2 and 5,
class record, nutrional status, records of feeding, grading sheets, age profile, form 137, report card
signed by parents, 4- lacked 1 indicator, 3- lacked 2 indicators, 2- lacked 3 indicators and 1- lacked 4
indicators.

Acted as coach or trainer to award June to March

winning students or group of
students in academic and nonacademic contests recognized at
least at the division level.

2.50%

5- recognize as 1st placer, 4- recognize as 2nd placer, 3- recognize as 3rd placer, 2- recognize as
4th placer and 1- recognize as 5th placer

Served as demonstration teacher June to March

for peers, cooperating teachers
resources, teachers in the service
and pre-service teaching
strategies

2.50%

5- national level, 4- regional level, 3- division level, 2- district level and 1- school level.

* To get the score, the rating is multiplied by the weight assigned

_____________________
Teacher I

_____________________
Principal II

(Ratee)

NUMERICAL RATING

ADJECTIVAL RATING

OUTSTANDING

VERY SATISFACTORY

SATISFACTORY

UNSATISFACTORY

POOR

(Rater)

DESCRIPTION OF MEANING OF RATING

Performance represents an extraordinary level of achievement and commitment in terms of quality and time, technical skills and know
creativity and initiative. Employees at this performance level should have demonstrated exceptional job mastery in all areas of respon
achievement and contributions to the organizations are of marked excellence.
Performance exceeded expectations. All goals, objectives and target were achieved above the established standards.
Performance met expectations in terms of quality of work, efficiency and timeliness. The most critical annual goals were met.
Performance failed to met expectations, and/or one or more of the most goals were not met.

Performance was consistently below expectations, and/or reasonable progress toward critical goals was not made. Significant improve
or more improtant areas.

This rating scale is based on the Civil Service Commision Memorandum Circular No. 06, series of 2012 that sets the guidelines on the establishment and implementation of the Str
Management System (SPMS) in all government agencies.
RANGE
4.500-5.000

ADJECTIVAL RATING
Outsanding

SCALE
5

3.500-4.499
Very Satisfactory
2.500-3.499
Satisfactory
1.500-2.499
Unsatisfactory
below 1.499
Poor
The overall rating/assessment for the
accomplishments shall fall within the
following adjectival ratings and shall be in
three (3) decimal points.
Grievances and Appeals
1. A grievance Committee shall be created in each level
of the organization to act as appeals board and final
arbiter of all issues relating to the implementation of
RPMS.

4
3
2
1
Competencies shall be monitored for developmental purposes. In evaluating the individual's demonstration of competenc

2. The office performance assessment as discussed in

the performance review and evaluation phase shall be
final and not appealable. Any issue/appeal on the initial
performance assessment of an office shall be discussed
and decided during the performance review conference.

4. The Grievance Committee shall decide on the appeals within one (1) month from receipt. Appeals lodged at any grieva
hierarchical jurisdiction of various Grievance Committees within the agency. For example, the decision of the Division Grie
to the Regional Grievance Committee, which decision is in turn appealable to the Central Office Grievance Committee.

3. Individual employees who feel aggrieved or dissatified with their final performance ratings can file an appeal with the G
level within ten (10) working days from date of receipt of notice of their final performance evaluation rating from the rate
be allowed to protest the performance ratings of co-employees. Ratings obtained by the ratee can used as basis for refer
the individual performance rating.

5. The decision of the Central Office Grievance Committee is final.

Annex F
Name of Rater: ________________
Position: Principal II
Date Review: November 2014
TO BE FILLED DURING EVALUATION
RATING
ACTUAL RESULTS
SCORE
Q
E
T Ave.
0.000

0.000

0.000

0.000

0.000

0.000

0.000

0.000

0.000

0.000

0.000

0.000

OVERALL RATING FOR

ACCOMPLISHMENTS

Schools Division Superintendent

Approving Athority

DEPED RPMS For Teachers

ime, technical skills and knowledge, ingenuity,

mastery in all areas of responsibility. Employee

d standards.

nual goals were met.

ot made. Significant improvement is needed in one

nd implementation of the Strategic Performance

DEFINITION
Role Model

Consistently demonstrates
Most of the time demonstrates
Sometimes demonstrates
Rarely demostrates
demonstration of competencies, this rating scale shall apply.

s can file an appeal with the Grievance Committee at their

valuation rating from the rater. The ratee, however, shall not
ee can used as basis for reference for comparison in appealing

Appeals lodged at any grievance Committee shall follow the

e decision of the Division Grievance Committee is appealable
ffice Grievance Committee.

DepEd RPMS Form for Teachers

PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance results

Rating

Accomplishments of KRAs and Objectives

Rater- Ratee Agreement
The signatures below confirm that the employee and his/her superior have agreed on content of this appraisal form and the performance rating.
Name of employee
Signature

Name of Superior
Signature

PART IV: DEVELOPMENTAL PLANS

Strengths

Developmental Needs

Action Plan
(Recommended Developmental
Intervention)

Teacher I

Principal II

(Ratee)

(Rater)

Timeline

Schools Division Superin

(Approving Author

Adjectival Rating

Resources Needed

Schools Division Superintendent

(Approving Authority)

DepEd RPMS Form for Teachers

PART II: COMPETENCIES

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 grant chart, checklists, etc.) to
achieve goals.
Sets high quality, challenging, realistic goals for self and other.
Professionalism and Ethics
Demonstrates the values and behavior enshrined in the Norms of Conduct and
Ethical Standards for public officials and employees (RA 6713).
Practices ethical and professional behavior and conduct taking into account the
impact of his/her actions and decisions.
Maintains a professional image: being trustwothy, 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
Achieves results with optimal use of time and resources most of the time.
Avoids rework, mistakes and wasted through effective work methods by placing
organizational needs before personal needs.
Delivers error-free outputs most of the time by conforming to standard operating
procedures correctly and consitently. Able to produce very satisfactory quality of work
in terms of usefulness/acceptability and completeness with no supervisio required.
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.
Makes specific changes in the system or in own work method to improve performance.
Examples may include doing something better, faster, at a lower cost, more efficiently;
or improving quality, customer satisfaction, marale, without setting any specific goal.

Teamwork
Willingly does his/her share of resposibility.
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
Examines the root cause of problems and suggests effective solution. Fosters new
ideas, processes and suggests better ways to do things (cost and/or operational
efficiency).
Demonstrates an ability to think "beyond the box". Continuously focuses on improving
personal productivity to create higher value and results.
Promotes a creative climate and inspires co-workers to develop original ideas or
solutions.
Translates creative thinking into tangible changes and solutions that improve the work
unit and organization.
Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness
and the ability to succeed with minimal resources.

CORE SKILLS
Oral Communication
Follows instructions accurately.
Expresses self clearly, fluently and articulately
Uses appropriate medium for the message.
Adjust communication style to others.
Guides discussions between and among peer
Written Communication
Knows the different written business communi
in the Deped
Writes routine correspondence/communication
report based on readily available information d
or grammatical error/s (e.g. Memos, minutes,
Secures information from required references
notices, instructions) for specefic purposes.
Self- edits words, numbers, phonetic notation
Demonstrates clarity, fluency, impact, conscien
her written communications.
Computer/ICT Skills
Prepares basic compositions (e.g., letters, rep
graphics presentation using Word Processing
Identifies different computer parts, turns the co
a given task with acceptable speed and accur
computer peripherals ( e.g. Printers, modems,
Prepares simple presentation using Powerpoin
Utilizes technologies to: access information to
productivity, assists in conducting research an
and global professional networks.
Recommends appropriate and updated techno
and professional practice.

OVERALL COMPETENCY RATINGS

CORE BEHAVIORAL COMPETENCIES
CORE SKILLS
OVERALL RATING

al Communication
llows instructions accurately.
presses self clearly, fluently and articulately.
es appropriate medium for the message.
just communication style to others.
uides discussions between and among peers to meet an objective.
ritten Communication
ows the different written business communication formats used

ites routine correspondence/communications, narrative and desciptive

port based on readily available information data with minimal spelling
grammatical error/s (e.g. Memos, minutes, etc.).
cures information from required references (i.e., Directories, schedules,
tices, instructions) for specefic purposes.
lf- edits words, numbers, phonetic notation and content, if necessary.
monstrates clarity, fluency, impact, conscience and effectiveness in his/
r written communications.
omputer/ICT Skills
epares basic compositions (e.g., letters, reports, spreadsheets and
aphics presentation using Word Processing and Excel.
entifies different computer parts, turns the computer on/off, and work on
given task with acceptable speed and accuracy and connects
mputer peripherals ( e.g. Printers, modems, multimedia projectors, etc).
epares simple presentation using Powerpoint.
lizes technologies to: access information to enhance professional
oductivity, assists in conducting research and communicate through local
d global professional networks.
commends appropriate and updated technology to enhance productivity
d professional practice.

LL COMPETENCY RATINGS

EHAVIORAL COMPETENCIES

DepEd RPMS Form for Teachers

PERFORMANCE MONITORING AND COACHING FORM

DATE

CRITICAL INCIDENCE DESCRIPTION

OUTPUT

D COACHING FORM
IMPACT ON JOB/
ACTION PLAN

SIGNATURE
(RATER/RATEE)