Republic of the Philippines

DEPARTMENT OF EDUCATION
CARAGA Administrative Region
Division of Surigao del Sur
San Miguel II District
MAGROYONG ELEMENTARY SCHOOL
School ID: 132883

TEACHER'S INDIVIDUAL PERFORMANCE COMMITMENT RATING FORM

PPST-BASED FOR PROFICIENT TEACHERS (Teachers I-III)
School Year: 2018-2019

POSITION AND COMPETENCY PROFILE PCP No. Revision Code: 00

Position Title Teacher III Salary Grade
Parenthetical Title
Office Unit Effective Date
Reports to Principal Page/s
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 R.A. 1080
Trainings None Required
B. Preferred Qualifications
Education
Experience
Eligibility
Trainings

DUTIES AND RESPONSIBILITIES

1. Applies mastery of content knowledge and its application across learning areas
2. Facilitates learning using appropriate and innovative teaching strategies and classroom management practices
3. Manages an environment conducive to learning
4. Addresses learner diversity
5. Implements and supervises curricular and co-curricular programs to support learning
6. Monitors and evaluates learner progress and undertakes activities to improve learner performance
7. Maintains updated records of learners’ progress
8. Counsels and guides learners
9. Works with relevant stakeholders, both internal and external, to promote learning and improve school performance
10. Undertakes activities towards personal and professional growth
11. Does related work

Major Final Outputs Key Result Areas

Objectives Means of Verification (MOV)
(MFOs) (KRAs)
1. Applied knowledge of content within 1. Classroom observation tool (COT) rating sheet
and across curriculum teaching areas. and/or inter-observer agreement form about
knowledge of content within and across curriculum
teaching areas
2. Lesson plans/modified DLLs developed
highlighting integration of content knowledge within
and across subject areas
3. Instructional materials highlighting mastery of
content and its integration in other subject areas
4. Performance tasks/test material(s) highlighting
integration of content knowledge within and across
subject areas
5. Others (Please specify and provide annotations)
2. Used a range of teaching strategies 1. Classroom observation tool (COT) rating sheet
that enhance learner achievement in and/or inter-observer agreement form about
literacy and numeracy skills. teaching strategies that enhance learner
achievement in literacy and numeracy skills
2. Lesson plans/modified DLLs used in teaching
highlighting learner-centered strategies that
promote literacy and/or numeracy skills
3. Instructional materials highlighting learnercentered
Content Knowledge and Pedagogy strategies that promote literacy and/or
numeracy skills
4. Performance tasks/test material(s) used in
teaching
5. Results of assessment used in teaching
6. Others (Please specify and provide annotations)
3. Applied a range of teaching 1. Classroom observation tool (COT) rating sheet
strategies to develop critical and and/or inter-observer agreement form about
creative thinking, as well as other teaching strategies to develop critical and creative
higher-order thinking skills. thinking, as well as other higher-order thinking
skills
2. Lesson plans/modified DLLs used in teaching
highlighting different teaching strategies that
develop critical and creative thinking and/or other
 HOTS
3. Instructional materials highlighting different
teaching strategies that develop critical and
creative thinking and/or other HOTS
4. Performance tasks/test material(s) used in
demonstration teaching
5. Results of assessment used in teaching
6. Others (Please specify and provide annotations)
4. Managed classroom structure to 1. Classroom observation tool (COT) rating sheet
engage learners, individually or in and/or inter-observer agreement form about
groups, in meaningful exploration, managing classroom structure that engages
discovery and hands-on activities within learners in various activities
a range of physical learning 2. Lesson plans/modified DLLs highlighting various
environments. classroom management strategies that engage
learners in activities/tasks in different physical
learning environments
3. Others (Please specify and provide annotations)
5. Managed learner behavior Classroom observation tool (COT) rating sheet and/or
constructively by applying positive and inter-observer agreement form about teacher
non-violent discipline to ensure management of learner behavior using the following
learning-focused environments. strategies:
1. Providing motivation
2. Praising the learners/Giving positive feedback
3. Setting house rules/guidelines
4. Ensuring learners’ active participation
Learning Environment and Diversity 5. Allowing learners to express their ideas/opinions
of Learners 6. Giving equal opportunities to learners
7. Encouraging learners to ask questions
8. Others (Please specify and provide annotations)
6. Used differentiated, developmentally 1. Classroom observation tool (COT) rating sheet
appropriate learning experiences to and/or inter-observer agreement form about using
address learners’ gender, needs, differentiated, developmentally appropriate
strengths, interests and experiences. learning experiences
2. Lesson plans/modified DLLs developed
highlighting differentiation in content, product,
process, learning environment or others according
to learners’ gender, needs, strengths, interests
and experiences
3. Instructional materials developed highlighting
differentiation in content, product, process,
learning environment or others according to
learners’ gender, needs, strengths, interests and
experiences
 4. Others (Please specify and provide annotations)
7. Planned, managed and implemented 1. Classroom observation tool (COT) rating sheet
developmentally sequenced teaching and/or inter-observer agreement form about using
and learning processes to meet developmentally sequenced teaching and learning
curriculum requirements and varied process
teaching contexts. 2. Lesson plans/modified DLLs highlighting
developmentally sequenced instruction that meet
curriculum goals and varied teaching contexts
3. Instructional materials used to implement
developmentally sequenced teaching and learning
process to meet curriculum requirements and
varied teaching contexts
4. Others (Please specify and provide annotations)
8. Participated in collegial discussions 1. Personal notes of teachers on
that use teacher and learner feedback LACs/FGDs/meetings with proof of attendance
to enrich teaching practice. 2. Minutes of LAC/FGD sessions on use of teacher
Curriculum and Planning and learner feedback to enrich teaching practice
with proof of attendance
3. Others (Please specify and provide annotations)
9. Selected, developed, organized and 1. Classroom observation tool (COT) rating sheet
used appropriate teaching and learning and/or inter-observer agreement form about using
resources, including ICT, to address appropriate teaching and learning resources,
learning goals. including ICT
Examples:
 Activity sheets/task sheets/work sheets
 PowerPoint presentations
 Video clips
 Module
 SIMs-Strategic Intervention Materials
 Others
2. Lesson plans/modified DLLs with appropriate
instructional materials appended
3. Others (Please specify and provide annotations)
10. Designed, selected, organized and 1. Classroom observation tool (COT) rating sheet
used diagnostic, formative and and/or inter-observer agreement form about using
summative assessment strategies diagnostic, formative and summative assessment
consistent with curriculum strategies
requirements. 2. Prepared lesson plans/modified DLLs highlighting
appropriate use of formative assessment
strategies
3. Developed diagnostic tests: (a) with TOS
reviewed by superior; (b) with sample
accomplished questionnaire/answer sheets
 4. Developed summative tests: (a) with TOS
reviewed by superior; (b) with sample
accomplished questionnaire/answer sheets
5. Developed performance tasks: (a) with rubrics
reviewed by superior; (b) with sample
accomplished rubrics
5. Others (Please specify and provide annotations)
11. Monitored and evaluated learner 1. Compilation of a learner’s written work with
progress and achievement using summary of results and with signature of parents
Assessment and Reporting learner attainment data. 2. Formative/summative assessment tools with TOS
and frequency of errors with identified least
mastered skills
3. Class records/grading sheets
4. Lesson plans/modified DLLs showing index of
mastery
5. Others (Please specify and provide annotations)
12. Communicated promptly and 1. At least 3 samples of corrected test papers of the
clearly the learners’ needs, progress same 3 learners in the same learning area with
and achievement to key stakeholders, parents’ or guardians’ signature and date of receipt
including parents/guardians. 2. Minutes of PTA meetings or Parent-Teacher
conferences in all quarters with proof of
parent’s/guardian’s attendance
3. Report cards with parent’s or guardian’s signature
in all quarters supported by minutes of meeting
4. Communication with parents/guardians using
various modalities
5. Anecdotal record showing entries per quarter
6. Other documents showing learner needs, progress
and achievement submitted to other stakeholders
13. Performed various related 1. Certificate of Recognition or Participation
works/activities that contribute to the 2. Certificate of Training
teaching-learning process. 3. Certificate of Speakership
4. Committee involvement
5. Advisorship of Co-curricular activities
Plus Factor 6. Book or Journal Authorship/Coauthorship/
Contributorship
7. Coordinatorship/Chairpersonship
8. Coaching and mentoring learners in competitions
9. Mentoring pre-service/in-service teachers
10. Others (Please specify and provide annotations
 Performance Indicators
KRA OBJECTIVES Means of Verification (MOV) Very Satisfactory Poor
QET Outstanding (5) Satisfactory (3) Unsatisfactory (2)
(4) (1)
1. Applied knowledge 1. Classroom observation tool Showed Showed Showed Showed No
of content within and (COT) rating sheet and/or interobserver knowledge of knowledge of knowledge of knowledge of acceptable
across curriculum agreement form about content and its content and its content and its content and its evidence
teaching areas. knowledge of content within and integration within integration integration integration within was shown
across curriculum teaching areas Quality and across within and within and and across
2. Lesson plans/modified DLLs subject areas as across subject across subject subject areas as
developed highlighting integration shown in MOV 1 areas as shown areas as shown shown in MOV 1
of content knowledge within and with a rating of 7 in MOV 1 with in MOV 1 with a with a rating of 4
across subject areas a rating of 6 rating of 5
3. Instructional materials Submitted at Submitted 3 Submitted 2
highlighting mastery of content least 4 lessons lessons using lessons using Submitted any 1 No
and its integration in other subject using MOV 1 MOV 1 and MOV 1 and of the given acceptable
areas Efficiency and supported supported by supported by MOV evidence
4. Performance tasks/test by any 1 of the any 1 of the any 1 of the was shown
material(s) highlighting integration other given MOV other given other given
of content knowledge within and MOV MOV
across subject areas Submitted MOV Submitted Submitted MOV Submitted MOV No
5. Others (Please specify and were distributed MOV were were distributed was completed acceptable
provide annotations) Timeliness across 4 distributed across 2 in only 1 quarter evidence
quarters across 3 quarters was shown
quarters
2. Used a range of 1. Classroom observation tool Facilitated using Facilitated Facilitated using Facilitated using No
teaching strategies (COT) rating sheet and/or interobserver different using different different different acceptable
that enhance learner agreement form about teaching teaching teaching teaching evidence
achievement in teaching strategies that enhance strategies that strategies that strategies that strategies that was shown
literacy and learner achievement in literacy promote promote promote promote reading,
numeracy skills. and numeracy skills Quality reading, writing reading, writing reading, writing writing and/or
2. Lesson plans/modified DLLs and/or numeracy and/or and/or numeracy skills
used in teaching highlighting skills as shown numeracy skills numeracy skills as shown in
learner-centered strategies that in MOV 1 with a as shown in as shown in MOV 1 with a
promote literacy and/or rating of 7 MOV 1 with a MOV 1 with a rating of 4
numeracy skills rating of 6 rating of 5
Content 3. Instructional materials Submitted at Submitted 3 Submitted 2 Submitted 1 No
Knowledge and
Pedagogy

Efficiency
 Content
Knowledge and highlighting learner-centered least 4 learnercentered learnercentered learnercentered learner-centered acceptable
Pedagogy strategies that promote literacy lessons as lessons as lessons as lesson as evidence
and/or numeracy skills evidently shown evidently evidently shown evidently shown was shown
4. Performance tasks/test in MOV 1 and shown in MOV in MOV 1 and in any of the
Efficiency
material(s) used in teaching supported by 1 and supported by given MOV
5. Results of assessment used in any 1 of the supported by any 1 of the
teaching other MOV given any 1 of the other MOV
6. Others (Please specify and other MOV given
provide annotations) given
Timeliness
3. Applied a range of 1. Classroom observation tool Used different Used different Used different Used different No
teaching strategies to (COT) rating sheet and/or interobserver teaching teaching teaching teaching acceptable
develop critical and agreement form about strategies that strategies that strategies that strategies that evidence
creative thinking, as teaching strategies to develop develop critical develop critical develop critical develop critical was shown
well as other critical and creative thinking, as and creative and creative and creative and creative
Quality
higherorder well as other higher-order thinking and/or thinking and/or thinking and/or thinking and/or
thinking skills. thinking skills other HOTS as other HOTS as other HOTS as other HOTS as
2. Lesson plans/modified DLLs shown in MOV 1 shown in MOV shown in MOV shown in MOV 1
used in teaching highlighting with a rating of 7 1 with a rating 1 with a rating with a rating of 4
different teaching strategies that of 6 of 5
develop critical and creative Submitted at Submitted 3 Submitted 2 Submitted 1 No
thinking and/or other HOTS least 4 lessons lessons as lessons as lesson as acceptable
3. Instructional materials as evidenced by evidenced by evidenced by evidenced by evidence
highlighting different teaching MOV 1 and MOV 1 and MOV 1 and any 1 of the was shown
Efficiency
strategies that develop critical supported by supported by supported by given MOV
and creative thinking and/or any 1 of the any 1 of the any 1 of the
other HOTS other given MOV other given other given
4. Performance tasks/test MOV MOV
material(s) used in
demonstration teaching
5. Results of assessment used in
Timeliness
teaching
6. Others (Please specify and
provide annotations)
4. Managed 1. Classroom observation tool Used classroom Used Used classroom Used classroom No
classroom structure (COT) rating sheet and/or interobserver management classroom management management acceptable
to engage learners, agreement form about strategies that management strategies that strategies that evidence
individually or in managing classroom structure engage learners strategies that engage learners engage learners was shown
Quality
 groups, in meaningful that engages learners in various in activities/tasks engage in in activities/tasks
Quality
exploration, discovery activities as shown in learners in activities/tasks as shown in
and hands-on 2. Lesson plans/modified DLLs MOV 1 with a activities/tasks as shown in MOV 1 with a
activities within a highlighting various classroom rating of 7 as shown in MOV 1 with a rating of 4
range of physical management strategies that MOV 1 with a rating of 5
learning engage learners in rating of 6
environments. activities/tasks in different Submitted at Submitted 3 Submitted 2 Submitted 1 No
physical learning environments least 4 lessons lessons lessons lesson acceptable
3. Others (Please specify and supported by supported by supported by supported by evidence
provide annotations) MOV 1 and any MOV 1 and MOV 1 and any any of the was shown
Efficiency
1 of the other any 1 of the 1 of the other acceptable MOV
acceptable MOV other acceptable
acceptable MOV
MOV
Timeliness
5. Managed learner Classroom observation tool (COT) Applied teacher Applied teacher Applied teacher Applied teacher No
behavior rating sheet and/or inter-observer management management management management acceptable
constructively by agreement form about teacher strategies of strategies of strategies of strategies of evidence
applying positive and management of learner behavior learner behavior learner learner behavior learner behavior was shown
non-violent discipline using the following strategies: that promote behavior that that promote that promote
to ensure learning 1. Providing motivation positive and promote positive and positive and
Quality
focused environments. 2. Praising the learners/Giving non-violent positive and non-violent non-violent
positive feedback discipline as non-violent discipline as discipline as
3. Setting house rules/guidelines shown in MOV discipline as shown in MOV shown in MOV
Learning 4. Ensuring learners’ active submitted with a shown in MOV submitted with a submitted with a
Environment participation rating of 7 submitted with rating of 5 rating of 4
and Diversity of 5. Allowing learners to express a rating of 6
Learners their ideas/opinions Submitted at Submitted at Submitted at Submitted any 1 No
6. Giving equal opportunities to least 4 of the least 4 of the least 4 of the of the given acceptable
learners given strategies given strategies given strategies strategies as evidence
Efficiency
7. Encouraging learners to ask as observed in as observed in as observed in observed in only was shown
questions at least 4 3 lessons 2 lessons 1 lesson
8. Others (Please specify and lessons
provide annotations) Timeliness
6. Used 1. Classroom observation tool Applied Applied Applied Applied No
differentiated, (COT) rating sheet and/or interobserver differentiated differentiated differentiated differentiated acceptable
developmentally agreement form about teaching teaching teaching teaching evidence
appropriate learning using differentiated, strategies to strategies to strategies to strategies to shown
Quality
experiences to developmentally appropriate Quality address learner address learner address learner address learner
address learners’ learning experiences diversity as diversity as diversity as diversity as
gender, needs, 2. Lesson plans/modified DLLs shown in MOV 1 shown in MOV shown in MOV shown in MOV 1
strengths, interests developed highlighting with a rating of 7 1 with a rating 1 with a rating with a rating of 4
and experiences. differentiation in content, product, of 6 of 5
process, learning environment or Submitted at Submitted 3 Submitted 2 Submitted any 1 No
others according to learners’ least 4 differentiated differentiated differentiated acceptable
gender, needs, strengths, differentiated teaching teaching teaching evidence
interests and experiences teaching strategies in at strategies in 2 strategy in only 1 shown
3. Instructional materials developed strategies in at least 2 lessons lessons as lesson as No
highlighting differentiation in least 2 lessons as evidenced evidenced by evidently shown acceptable
Efficiency
content, product, process, as evidenced by by MOV 1 and MOV 1 and in any 1 of the evidence
learning environment or others MOV 1 and supported by supported by acceptable MOV was shown
according to learners’ gender, supported by any 1 of the any 1 of the
needs, strengths, interests and any 1 of the other other
experiences other acceptable acceptable acceptable
4. Others (Please specify and MOV MOV MOV
provide annotations) Timeliness
7. Planned, managed 1. Classroom observation tool Planned and Planned and Planned and Planned and No
and implemented (COT) rating sheet and/or interobserver implemented implemented implemented implemented acceptable
developmentally agreement form about developmentally developmentally developmentally developmentally evidence
sequenced teaching using developmentally sequenced sequenced sequenced sequenced was shown
and learning sequenced teaching and learning teaching and teaching and teaching and teaching and
Quality
processes to meet process learning process learning learning learning process
curriculum 2. Lesson plans/modified DLLs as shown in process as process as as shown in
requirements and highlighting developmentally MOV 1 with a shown in MOV shown in MOV MOV 1 with a
varied teaching sequenced instruction that meet rating of 7 1 with a rating 1 with a rating rating of 4
contexts. curriculum goals and varied of 6 of 5
teaching contexts Submitted at Submitted 3 Submitted 2 Submitted 1 No
3. Instructional materials used to least 4 developmentally developmentally developmentally acceptable
implement developmentally developmentally sequenced sequenced sequenced evidence
sequenced teaching and learning sequenced teaching and teaching and teaching and was shown
process to meet curriculum teaching and learning learning learning process
requirements and varied learning process process as process as as evidently
teaching contexts. Efficiency as evidently evidently evidently shown shown in any 1
4. Others (Please specify and shown in MOV 1 shown in MOV in MOV 1 and of the given
provide annotations) and supported 1 and supported by MOV
by any 1 of the supported by any 1 of the
 Efficiency

other given MOV any 1 of the other given

other given MOV
MOV
Timeliness
8. Participated in 1. Personal notes of teachers on Consistently Frequently Occasionally Rarely No
collegial discussions LACs/FGDs/meetings with proof participated in participated in participated in participated in acceptable
that use teacher and of attendance LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ evidence
learner feedback to 2. Minutes of LAC/FGD sessions on meetings to meetings to meetings to meeting to was shown
enrich teaching use of teacher and learner discuss discuss discuss discuss
practice. feedback to enrich teaching Quality teacher/learner teacher/learner teacher/learner teacher/learner
practice with proof of attendance feedback to feedback to feedback to feedback to
3. Others (Please specify and enrich enrich enrich enrich instruction
provide annotations) instruction as instruction as instruction as as shown in the
Curriculum and
shown in the shown in the shown in the MOV submitted
Planning
MOV submitted MOV submitted MOV submitted
Participated in at Participated in Participated in 2 Participated in 1 No
least 4 3 LACs/FGDs/ LACs/FGDs/ LAC/FGD/ acceptable
LACs/FGDs/ meetings as meetings as meeting as evidence
Efficiency meetings as evidently evidently shown evidently shown was shown
evidently shown shown in any 1 in any 1 of the in any 1 of the
in any 1 of the of the given given MOV given MOV
given MOV MOV
Timeliness
9. Selected, 1. Classroom observation tool Developed and Developed and Developed and Developed and No
developed, organized (COT) rating sheet and/or interobserver used varied used varied used varied used varied acceptable
and used appropriate agreement form about teaching and teaching and teaching and teaching and evidence
teaching and learning using appropriate teaching and learning learning learning learning was shown
resources, including learning resources, including ICT resources, resources, resources, resources,
ICT, to address Examples: Quality including ICT, to including ICT, including ICT, to including ICT, to
learning goals.  Activity sheets/task address learning to address address address learning
sheets/work sheets goals as shown learning goals learning goals goals as shown
 PowerPoint presentations in MOV 1 with a as shown in as shown in in MOV 1 with a
 Video clips rating of 7 MOV 1 with a MOV 1 with a rating of 4
 Module rating of 6 rating of 5
 SIMs-Strategic Intervention Submitted at Submitted 3 Submitted 2 Submitted any No
Materials least 4 varied varied teaching varied teaching teaching and acceptable
 Others teaching and and learning and learning learning evidence
2. Lesson plans/modified DLLs with learning resources, resources, resource, was shown

Efficiency
 appropriate instructional resources, including ICT, including ICT, including ICT, as
materials appended including ICT, as as evidently as evidently evidently shown
Efficiency
3. Others (Please specify and evidently shown shown in MOV shown in MOV in any of the
provide annotations) in MOV 1 and 1 and 1 and supported acceptable MOV
supported by supported by by any 1 of the
any 1 of the any 1 of the acceptable
acceptable MOV acceptable MOV
MOV
Timeliness
10. Designed, 1. Classroom observation tool Designed, Designed, Designed, Designed, No
selected, organized (COT) rating sheet and/or interobserver selected, selected, selected, selected, acceptable
and used diagnostic, agreement form about organized and organized and organized and organized and evidence
formative and using diagnostic, formative and used diagnostic, used used diagnostic, used diagnostic, was shown
summative summative assessment formative and diagnostic, formative and formative and
assessment strategies summative formative and summative summative
strategies consistent 2. Prepared lesson plans/modified assessment summative assessment assessment
with curriculum DLLs highlighting appropriate Quality strategies assessment strategies strategies
requirements. use of formative assessment consistent with strategies consistent with consistent with
strategies curriculum consistent with curriculum curriculum
3. Developed diagnostic tests: (a) requirements as curriculum requirements as requirements as
with TOS reviewed by superior; shown in MOV 1 requirements shown in MOV shown in MOV 1
(b) with sample accomplished with a rating of 7 as shown in 1 with a rating with a rating of 4
questionnaire/answer sheets MOV 1 with a of 5
4. Developed summative tests: (a) rating of 6
with TOS reviewed by superior; Submitted at Submitted 3 Submitted 2 Submitted 1 No
(b) with sample accomplished least 4 varied varied varied assessment tool acceptable
questionnaire/answer sheets assessment assessment assessment as evidently evidence
5. Developed performance tasks: tools as tools as tools as shown in any of was shown
(a) with rubrics reviewed by Efficiency evidently shown evidently evidently shown the acceptable
superior; (b) with sample in any 1 of the shown in any 1 in any 1 of the MOV
accomplished rubrics acceptable MOV of the acceptable
6. Others (Please specify and acceptable MOV
provide annotations) MOV
Timeliness
11. Monitored and 1. Compilation of a learner’s written Consistently Frequently Occasionally Rarely No
evaluated learner work with summary of results and monitored and monitored and monitored and monitored and acceptable
progress and with signature of parents evaluated evaluated evaluated evaluated evidence
achievement using 2. Formative/summative learner progress learner learner progress learner progress was shown
Quality
 learner attainment assessment tools with TOS and and progress and and and
Quality
data. frequency of errors with identified achievement achievement achievement achievement
least mastered skills using learner using learner using learner using learner
3. Class records/grading sheets attainment data attainment data attainment data attainment data
4. Lesson plans/modified DLLs as shown in the as shown in the as shown in the as shown in the
Assessment showing index of mastery MOV submitted MOV submitted MOV submitted MOV submitted
and Reporting 5. Others (Please specify and Submitted a Submitted a Submitted a Submitted 1 No
provide annotations) combination of combination of combination of acceptable MOV acceptable
Efficiency at least 4 of the 3 of the 2 of the evidence
acceptable MOV acceptable acceptable was shown
MOV MOV
Submitted MOV Submitted Submitted MOV Submitted MOV No
were distributed MOV were were distributed was completed acceptable
Timeliness across 4 distributed across 2 in only 1 quarter evidence
quarters across 3 quarters was shown
quarters
12. Communicated 1. At least 3 samples of corrected Consistently Frequently Occasionally Rarely showed No
promptly and clearly test papers of the same 3 showed prompt showed prompt showed prompt prompt and clear acceptable
the learners’ needs, learners in the same learning and clear and clear and clear communication evidence
progress and area with parents’ or guardians’ communication communication communication of the learners’ was shown
achievement to key signature and date of receipt of the learners’ of the learners’ of the learners’ needs, progress
stakeholders, 2. Minutes of PTA meetings or needs, progress needs, needs, progress and
including Parent-Teacher conferences in and progress and and achievement to
parents/guardians. all quarters with proof of Quality achievement to achievement to achievement to key
parents’/guardians’ attendance key key key stakeholders,
3. Report cards with parent’s or stakeholders, stakeholders, stakeholders, including
guardian’s signature in all including including including parents/
quarters supported by minutes of parents/ parents/ parents/ guardians as
meeting guardians as guardians as guardians as shown in the
4. Communication with parents/ shown in the shown in the shown in the MOV submitted
guardians using various MOV submitted MOV submitted MOV submitted
modalities Submitted a Submitted a Submitted a Submitted any 1 No
5. Anecdotal record showing entries combination of combination of combination of of the given acceptable
per quarter Efficiency at least 4 of the 3 of the 2 of the MOV evidence
6. Other documents showing acceptable MOV acceptable acceptable was shown
learners’ needs, progress and MOV MOV
achievement submitted to other Submitted MOV Submitted Submitted MOV Submitted MOV No
stakeholders were distributed MOV were were distributed was completed acceptable
Timeliness
 Timeliness across 4 distributed across 2 in only 1 quarter evidence
quarters across 3 quarters was shown
quarters
13. Performed 1. Certificate of Recognition or Consistently Frequently Occasionally Rarely No
various related Participation performed performed performed performed acceptable
works/activities that 2. Certificate of Training various related various related various related various related evidence
contribute to the 3. Certificate of Speakership work/activities work/activities work/activities work/activities was shown
teaching-learning 4. Committee involvement that contribute to that contribute that contribute that contribute to
Quality
process. 5. Advisorship of Co-curricular the teaching to the teaching to the teaching the teaching
activities learning process learning learning learning process
6. Book or Journal Authorship as shown in the process as process as as shown in the
/Coauthorship/Contributorship MOV submitted shown in the shown in the MOV submitted
7. Coordinatorship/Chairpersonship MOV submitted MOV submitted
8. Coaching and mentoring learners Submitted at Submitted 3 Submitted 2 Submitted any 1 No
in competitions least 4 different different kinds different kinds of the acceptable
Efficiency
9. Mentoring pre-service/in-service kinds of of acceptable of acceptable acceptable MOV evidence
teachers acceptable MOV MOV MOV was shown
10. Others (Please specify and
Timeliness
provide annotations)

Legend: 4.500 - 5.000 Outstanding Ratee: Rater:

3.500 - 4.499 Very Satisfactory MENERBA
2.500 - 3.499 Satisfactory Princip
1.500 - 2.499 Unsatisfactory
Below 1.499 Poor
Date
Actual Score Average Rating

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Final Rating #DIV/0! 0 Poor

Adjectival Rating #DIV/0! 1.5 Unsatisfatory
2.5 Satisfactory
3.5 Very Satisfactory
MENERBA M. DAPAR, Ed.D. 4.5 Outstanding
Principal I

Date
 PART II - COMPETENCIES

CORE BEHAVIORAL COMPETENCIES

Self-Management
1 Sets personal goals and direction, needs and development.

Teamwork
2 Undertakes personal actions and behaviors that are clear and purposive and takes into account #DIV/0!
1
personal goals and values congruent to that of the organization.
2

3 Displays emotional maturity and enthusiasm for and is challenged by higher goals
3
4 Prioritize work tasks and schedules (through gantt charts, checklists, etc.) to achieve goals.

5 Sets high quality, challenging, realistic goals for self and others 4

5
Professionalism and Ethics

Service Orientation
Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical Standards
1 for public officials and employee (RA 6713). 1

Practices ethical and professional behavior and conduct taking into account the impact of his/her 2
2 #DIV/0!
actions and decisions.

Maintains professional image: being trustworthy, regularity of attendance and punctuality, good 3
3
grooming and communication.
4
4 Makes personal sacrifices to meet the organization's needs.

Acts with a sense pf urgency and responsibility to meet the organization's needs, improves 5
5
systems and help others improve their effectiveness.
Result Focus Innovation
1
1 Achieves results with optimal use of time and resources most of the time.

Avoids rework, mistakes and wastage through effective work methods by placing organizational 2
2
needs before personal needs.

Delivers error-free outputs most of the time by conforming to standard operating procedures 3
3 correctly and consistently. Able to produce very satisfactoy quality of work in terms of #DIV/0!
usefulness/acceptability and completeness with no supervision required.

Expresses a desire to do better and may express frustration at waste or inefficiency. May focus 4
4
on new or more precise ways of meeting goals set.
5
5 Makes specific changes in the system or in own work methods to

5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates

FOR NON-TEACHING AND STAFF ONLY

CORE SKILLS Computer / ICT Skills

Oral Communication
1

1 Follows instructions accurately. #DIV/0!

2
2 Expresses self clearly, fluently and articulately. 3
 3 Uses appropriate medium for the message.
4

4
Adjust communication style to others. 5
5 Guides discussions between and among peers to meet an objective.

Written Communication

1 Knows the different written business communication formats used in the DepEd.

Writes routine correspondence/communications, narrative and descriptive report based on ready

#DIV/0!
available information data with minimal spelling or grammatical error/s (e.g. Memos, minutes, etc.)
2

Secures information from required references (i.e., Directories, schedules, notices, instructions)
3 for specific purposes.
4 Self-edits words, numbers, phonetic notation and content, if necessary.
Demonstrates clarity, fluency, impact, conciseness, and effectiveness in his/her written
5 communications.

LEADERSHIP COMPETENCIES
Leading People PEOPLE PERFORMANCE

Use basic persuasion techniques in a discussion or presentation e.g., staff mobilization, appeals to
1
reason and/or emotions, uses data and examples, visual aids
0

2 Persuades, convinces or influences others, in order to have a specific impact or effect.

3 "Set a good example", is a credible and respected leader; and demonstrates desired behavior.

4 Forwards personal, professional and work unit needs and interests in an issue.

Assumes a pivotal role in promoting the development of an inspiring, relevant vision for the organizaiton
5 and influences others to share ownership of DepEd goals, in order to create an effective work
environment.

PEOPLE DEVELOPMENT

Improves the skills and effectiveness of individuals through employing a range of development
1
strategies.

Facilitates workforce effectiveness through coaching and motivating/developing people within a work
2
environment that promotes mutual trust and respect.

3 Conceptualizes and implements learning interventions to meet identified training needs. 0

Does long-term coaching or training by arranging appropriate and helpful assignments, formal training,
4
or other experiences for the purpose of supporting a person's learning and development.

Cultivates a learning environment by structuring interactive experiences such as looking for future
5
opportunities that are in support of achieving individual career goals.
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates

Note: These ratings can be used for the developmental plans of the employee.
OMPETENCIES

improve performance. Examples may include doing something better, faster, at alower cost, more
efficiently; or improving quality, costumer satisfaction, morale, without setting any specific goal.

Teamwork
Willingly does his/her share of responsibilty.
Promotes collaboration and removes barriers to teamwork and goal accomplishment across the
organization #DIV/0!

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.

#DIV/0!
Takes personal responsibilty for dealing with and/or correcting costumer service issues and concerns

Initiates activities that promotes advocacy for men and women empowerment.
Participates in updating of office vision, mission, mandates & 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 solutions. Fosters new ideas, processes, and
suggests bettter 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. #DIV/0!

Translates creative thinking into tangible changes and solutions that improve the work unit and
organization.
Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the ability to
succeed with minimal resources.
- Rarely demonstrates

DEPED RPMS form - DEPED form -Teachers

Computer / ICT Skills

Prepares basic compositions ( e.g., letters, reports, spreadsheets and graphic presentations using Word
Processing and Excel.

Identifies different computer parts, turns the computer on/off, and work on a given task with acceptable
speed and accuracy and connects computer peripherals ( e.g., printers, modems, multi-media projectors, #DIV/0!
etc.)

Prepares simple presentations using Powerpoint.

Utilizes technologies to : access information to enhance professional productivity, assists in conducting
research and communicate through local and global professional networks.

Recommends appropriate and updated technology to enhance productivity and professional practice.

PEOPLE PERFORMANCE MANAGEMENT

Makes specific changes in the performance management system or in own work methods to improve performance
(e.g. does something better, faster, at lower cost, more efficiently; improves quality, customer satisfaction, morale, 0
revenues).

Sets performance standards and measures progress of employees based on office and department targets.

Provides feedback and technical assistance such as coaching for performance improvement and action planning.

States performance expectations clearly and checks understanding and commitment.

Performs all the stages of result-based performance management system supported by evidence and required
documents/forms.

OVERALL COMPETENCY RATINGS:

CORE BEHAVIORAL COMPETENCIES

LEADERSHIP COMPETENCIES

OVERALL RATING
onstrates; 1 - Rarely demonstrates
 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating Adjectival Rating

Accomplishments of KRAs and Objectives #DIV/0! #DIV/0!

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: MENERBA M. DAPAR, Ed.D.

Signature: Signature:
Date: Date:

PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs Timeline
(Recommended Developmental Intervention)
A. (Based on Behavioral Competencies)

3
B. (Based on SAT)
1

0 MENERBA M. DAPAR, Ed.D.

Teacher School Principal
Ratee Rater
DEPED RPMS form - DEPED fo
l Rating

V/0!

AR, Ed.D.

Resources Needed
D RPMS form - DEPED form -For Teacher I-III
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IP
Teacher I-III (Proficient Teacher)

Name of Employee: 0
Position: 0
Bureau/Center/Service/Division:
Rating Period: 0

Weight per Weight per Numeric

KRA Objectives
KRA Objective Q
Objective 1 7.5% 0
KRA 1 22.5% Objective 2 7.5% 0
Objective 3 7.5% 0
Objective 4 7.5% 0
KRA 2 22.5% Objective 5 7.5% 0
Objective 6 7.5% 0
Objective 7 7.5% 0
KRA 3 22.5% Objective 8 7.5% 0
Objective 9 7.5% 0
Objective 10 7.5% 0
KRA 4 22.5% Objective 11 7.5% 0
Objective 12 7.5% 0
Plus Factor 10% Objective 13 10% 0

0 MENERBA M. DAPAR, Ed.D.

Ratee Rater
REVIEW FORM (IPCRF) SUMMARY SHEET
cient Teacher)

Name of Rater: MENERBA M. DAPAR, Ed.D.

Position: Principal I
Date of Review: 0

Numerical Ratings
Score
E T Ave
0 0
0
0
0
0
0
0
0
0
0
0 0
0 0
0
Final Rating
Adjectival Rating

ERBA M. DAPAR, Ed.D.

Rater Approving Authority