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

Name of Employee: Name of Rater: PACITA S. OROGO

Position: TEACHER __ Position: PRINCIPAL I
School / Division: GLORIA UMALI NATIONAL HIGH SCHOOL Date of Review: April 05, 2019
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
KRA QET Q E T Ave.
(5) (4) (3) (2) (1)
Basic 1. Content 1. Applied Knowledges of June 2018 7.5% Quality Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was 0 0.00
Education Knowledge content within and across to April and its integration within and and its integration within and and its integration within and and its integration within and shown
Services and Pedagogy curriculum teaching areas. 2019 across subject areas as show in across subject areas as show in across subject areas as show in across subject areas as show in
(40%) MOV1 with rating of 7 MOV1 with rating of 6 MOV1 with rating of 5 MOV1 with rating of 4

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

Timeliness

2. Used a range of June 2018 7.5% Quality Facilitated using different teaching Facilitated using different teaching Facilitated using different teaching Facilitated using different teaching No acceptable evidence was 0 0.00
teaching strategies that to April strategies that promote reading, strategies that promote reading, strategies that promote reading, strategies that promote reading, shown
enhance learner 2019 writing and/or numeracy skills as writing and/or numeracy skills as writing and/or numeracy skills as writing and/or numeracy skills as
achievement in literacy shown in MOV 1 with a rating of 7 shown in MOV 1 with a rating of 6 shown in MOV 1 with a rating of 5 shown in MOV 1 with a rating of 4
and numeracy skills.

Efficiency Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
shown in MOV 1 and supported MOV 1 and supported by any 1 of MOV 1 and supported by any 1 of MOV 1 and supported by any 1 of
by any 1 of the other MOV given the other MOV given the other MOV given the other MOV given

Timeliness

3. Applied a range of June 2018 7.5% Quality Used different teaching strategies Used different teaching strategies Used different teaching strategies Used different teaching strategies No acceptable evidence was 0 0.00
teaching strategies to to April that develop critical and creative that develop critical and creative that develop critical and creative that develop critical and creative shown
develop critical and 2019 thinking and/or other HOTS as thinking and/or other HOTS as thinking and/or other HOTS as thinking and/or other HOTS as
creative thinking, as well shown in MOV 1 with a rating of 7 shown in MOV 1 with a rating of 6 shown in MOV 1 with a rating of 5 shown in MOV 1 with a rating of 4
as other higher-order
thinking skills.

Efficiency Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV

Timeliness

2. Learning 4.Managed classroom June 2018 7.5% Quality Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was 0 0.00
Environment structure to engage to April strategies that engage learners in strategies that engage learners in strategies that engage learners in strategies that engage learners in shown
and Diversity learners, individually or in 2019 activites/tasks as shown in MOV activites/tasks as shown in MOV activites/tasks as shown in MOV activites/tasks as shown in MOV
of Learners groups, in meaningful 1 with a rating of 7 1 with a rating of 6 1 with a rating of 5 1 with a rating of 4
exploration, discovery and
hands-on activities within a
range of physical learning Efficiency Submitted at least 4 lessons Submitted 3 lessons supported by Submitted 2 lessons supported by Submitted 1 lessons supported by No acceptable evidence was
environments. supported by MOV 1 and any 1 of MOV 1 and any 1 of the other MOV 1 and any 1 of the other MOV 1 and any 1 of the other shown
the other acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

5. Manage learner June 2018 7.5% Quality Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was 0 0.00
behavior constructively by to April strategies of learner behavior that strategies of learner behavior that strategies of learner behavior that strategies of learner behavior that shown
applying positive and non- 2019 promote positive and non-violent promote positive and non-violent promote positive and non-violent promote positive and non-violent
violent discipline to ensure discipline as shown in MOV discipline as shown in MOV discipline as shown in MOV discipline as shown in MOV
learning-focused submitted with a rating of 7 submitted with a rating of 6 submitted with a rating of 5 submitted with a rating of 4
environment.

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

Timeliness

DEPED RPMS form – For Teachers I 1


MFOs KRAs Objectives
6. Used differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences.
Weight
Timeline per Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
KRA QET Q E T Ave.
(5) (4) (3) (2) (1)
June 2018 7.5% Quality Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was 0 0.00
to April strategies to address learner strategies to address learner strategies to address learner strategies to address learner shown
2019 diversity as shown in MOV 1 with diversity as shown in MOV 1 with diversity as shown in MOV 1 with diversity as shown in MOV 1 with
a rating of 7 a rating of 6 a rating of 5 a rating of 4
Efficiency Submitted at least 4 differentiated Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown
lessons as evidenced by MOV 1 lessons as evidenced by MOV 1 lessons as evidenced by MOV 1 lessons as evidenced by MOV 1
and supported by any 1 of the and supported by any 1 of the and supported by any 1 of the and supported by any 1 of the
other acceptable MOV other acceptable MOV other acceptable MOV other acceptable MOV

Timeliness

3. Curriculum 7. Planned, managed and June 2018 7.5% Quality Planned and implemented Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was 0 0.00
and Planning implemented to April developmentally sequenced developmentally sequenced developmentally sequenced developmentally sequenced shown
developmentally 2019 teaching and learning process as teaching and learning process as teaching and learning process as teaching and learning process as
sequenced teaching and shown in MOV 1 with rating of 7 shown in MOV 1 with rating of 6 shown in MOV 1 with rating of 5 shown in MOV 1 with rating of 4
learning processes to meet
curriculum requirements
and varied teaching
contexts. Efficiency Submitted at least 4 Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was
developmentally sequenced sequenced teaching and learning sequenced teaching and learning sequenced teaching and learning shown
teaching and learning process as process as evidently shown in process as evidently shown in process as evidently shown in
evidently shown in MOV 1 of the MOV 1 of the other given MOV MOV 1 of the other given MOV MOV 1 of the other given MOV
other given MOV

Timeliness

8. Participated in collegial
discussions that use
teacher and learner
feedback to enrich
teaching practice
June 2018 7.5% Quality Consistently participated in Frequently participated in LACs / Occasionally participated in Rarely participated in LACs / No acceptable evidence was 0 0.00
to April LACs / FGDs / meetings to FGDs / meetings to discuss LACs / FGDs / meetings to FGDs / meetings to discuss shown
2019 discuss teacher/learner feedback teacher/learner feedback to discuss teacher/learner feedback teacher/learner feedback to
to enrich instruction as shown in enrich instruction as shown in the to enrich instruction as shown in enrich instruction as shown in the
the MOV submitted MOV submitted the MOV submitted MOV submitted

Efficiency Participated in at least 4 LACs / Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
FGDs / meetings as evidently meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
shown in any 1 of the given MOV any 1 of the given MOV any 1 of the given MOV any 1 of the given MOV

Timeliness

9. Selected developed,
organized and used
appropriate teaching and
learning resources,
including ICT, to address
learning goals.
June 2018 7.5% Quality Developed and used varied Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was 0 0.00
to April teaching and learning resources, teaching and learning resources, teaching and learning resources, teaching and learning resources, shown
2019 including ICT, to address learning including ICT, to address learning including ICT, to address learning including ICT, to address learning
goals as shown in MOV 1 with a goals as shown in MOV 1 with a goals as shown in MOV 1 with a goals as shown in MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4

Efficiency Submitted at least 4 varried
teaching and learning resources,
including ICT, as evidently shown
in MOV 1 and supported by any 1
of the acceptable MOV
Submitted 3 varried teaching and
learning resources, including ICT,
as evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Submitted 2 varried teaching and
learning resources, including ICT,
as evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Submitted 1 varried teaching and No acceptable evidence was
learning resources, including ICT, shown
as evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV

Timeliness

4. Assessment 10. Designed, selected,
and Reporting organized aans used
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements.
June 2018 7.5% Quality Designed, selected, organized
to April and used diagnostic, formative
2019 and summative assessment
strategies consistent with
curriculum requirements as
shown in MOV with the rating of 7
Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements as
shown in MOV with the rating of 6
Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements as
shown in MOV with the rating of 5
Designed, selected, organized No acceptable evidence was 0 0.00
and used diagnostic, formative shown
and summative assessment
strategies consistent with
curriculum requirements as
shown in MOV with the rating of 4

Efficiency Submitted at least 4 varied Submitted 3 varied assessment Submitted 2 varied assessment Submitted 1 varied assessment No acceptable evidence was
assessment tools as evidently tools as evidently shown in any 1 tools as evidently shown in any 1 tools as evidently shown in any 1 shown
shown in any 1 of the acceptable of the acceptable MOV of the acceptable MOV of the acceptable MOV
MOV

Timeliness

DEPED RPMS form – For Teachers I 2

 Weight
MFOs KRAs Objectives Timeline per Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
KRA QET Q E T Ave.
(5) (4) (3) (2) (1)
11. Monitored and June 2018 7.5% Quality Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and evaluated No acceptable evidence was 0 0.00
evaluated learner progress to April evaluated learners progress and evaluated learners progress and evaluated learners progress and learners progress and shown
and achievement using 2019 achievement using learner achievement using learner achievement using learner achievement using learner
learner attainment data. attainment data as shown in the attainment data as shown in the attainment data as shown in the attainment data as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted

Efficiency Submitted a combination of at Submitted a combination of 3 of Submitted a combination of 2 of Submitted a combination of 1 of No acceptable evidence was
least 4 of the acceptable MOV the acceptable MOV the acceptable MOV the acceptable MOV shown
Timeliness Submitted MOV were distributed Submitted MOV were distributed Submitted MOV were distributed Submitted MOV were distributed No acceptable evidence was
across 4 quarters across 3 quarters across 2 quarters across 1 quarters shown

12. Communicated June 2018 7.5% Quality Consistenly showed prompt and Frequently showed prompt and Occasionally showed prompt and Rarely showed prompt and clear No acceptable evidence was 0 0.00
promptly and clearly the to April clear communication of the clear communication of the clear communication of the communication of the learners' shown
learners' needs, progress 2019 learners' needs, progress and learners' needs, progress and learners' needs, progress and needs, progress and achievement
and achievement to key achievement to key stakeholders, achievement to key stakeholders, achievement to key stakeholders, to key stakeholders, including
stakeholders, including including parents / guardians as including parents / guardians as including parents / guardians as parents / guardians as shownin
parents / guardians. shownin the MOV submitted shownin the MOV submitted shownin the MOV submitted the MOV submitted

Efficiency Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown

Timeliness Submitted MOV were distributed Submitted MOV were distributed Submitted MOV were distributed Submitted MOV were distributed No acceptable evidence was
across 4 quarters across 3 quarters across 2 quarters across 1 quarters shown

5. Plus Factor 13. Performed various June 2018 10.0% Quality Consistently performed various Frequently performed various Occasionally performed various Rarely performed various related No acceptable evidence was 0 0.00
related work/activities that to April related work / activities that related work / activities that related work / activities that work / activities that contribute to shown
contribute to the teaching- 2019 contribute to the teaching contribute to the teaching contribute to the teaching the teaching learning process as
learning process. learning process as shown in the learning process as shown in the learning process as shown in the shown in the MOV submitted
MOV submitted MOV submitted MOV submitted

Efficiency Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown

Timeliness

* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 0.00

ADJECTIVAL RATING Poor

Conforme:
Reviewed by:
0 Recommending Approval:
TEACHER __ PACITA S. OROGO Approved:
Ratee PRINCIPAL I NADINE C. CELINDRO
Rater Assistant Schools Division Superintendent MERTHEL M. EVARDOME, CESO VI
Schools Division Superintendent

DEPED RPMS form – For Teachers I 3

Name of Employee: 0 Name of Rater PACITA S. OROGO
Position TEACHER __ Position: PRINCIPAL I
School / Division: GLORIA UMALI NATIONAL HIGH SCHOOL Date of Review: April 05, 2019
Rating Period: June 2018 - April 2019

COMPETENCIES

CORE BEHAVIORAL COMPETENCIES

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

Professionalism and Ethics Service Orientation

1. Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical
Standards for public officials and employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking into account the impact of
his /her actions and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality,
good grooming and communication.
4. Makes personal sacrifices to meet the organization’s needs.
5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve
improve systems and help others improve their effectiveness.
1. Can explain and articulate organizational directions, issues and problems.
2 . Takes personal responsibility for dealing with and/or correcting customer service
issues and concerns.
4 3. Initiates activities that promotes advocacy for men and women empowerment. 3
4. Participates in updating of office vision, mission, mandates and strategies based on
DEPED strategies and directions.
Develops and adopts service improvement programs through simplified procedures that
will further enhance service delivery.

Result Focus Innovation

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

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

OVERALL
COMPETENCY 4.60
RATINGS

RPMS MANUAL 2018 - Appendix D.3

 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating

Accomplishments of KRAs and Objectives 0.00

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

Name of Employee: 0 Name of Superior: PACITA S. OROGO

Signature: Signature:
Date: April 05, 2019 Date: April 05, 2019

PART IV: DEVELOPMENT PLANS

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

* Demonstrate a flexible and speedy approach to Quadlateral Movement and

Strength and Power Flexibilty and Speed work to attain goals and desired outcomes. S.Y. 2019-2020 Advance Stretches

B. Core Behavioral Copetencies

Team Result Focus * Delivers error-free outputs most if the S.Y. 2019-2020 TIP Module 5

Conforme:

0
TEACHER __ Rater & Reviewed by: Recommending Approval:
Ratee Approved:
PACITA S. OROGO NADINE C. CELINDRO
PRINCIPAL I OIC- Assistant Schools Division Superintendent MERTHEL M. EVARDOME, CESO VI
OIC-Schools Division Superintendent
 POSITION AND COMPETENCY PROFILE PCP No. _________ Revision Code: 00

Department of Education
Name 0 Salary Grade 11
Postion Title TEACHER __ Effectivity Date November 10, 2009
Office Unit Ventinilla High School Page/s
Reports to PRINCIPAL I
Position Supervised
JOB SUMMARY

QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary / Secondary / Early Childhood Education or Bachelor's degree plus 18 units in Education
Experience None required
Eligibility RA 1080
Trainings None required
B. Preferred Qualifications
Education BSE / BSEEd / College Graduate with Education units (18-21), at least 18 MA units
Experience
Eligibility PBET / LET Passer
Trainings In-service Trainn
 FINAL RATING Descriptive Rating
0 - 1.499 Poor
1.5 - 2.499 Unsatisfactory
2.5 - 3.499 Satisfactory
3.5 - 4.499 Very Satisfactory
4.5 - 5 Outstanding