INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for HIGHLY PROFICIENT TEACHERS (Master Teacher I-IV)

Name of Employee Name of Rater

Position Position
Bureau/Center/Division Date of Review
School Rating Period

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

Performance Indicators
KRAs/ Weight Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Rating
MFOs Domains Objectives Timeline per KRA QET 5 4 3 2 1 Actual Results Q E T Ave. Score
Content 1. Modelled effective applications S.Y 2021- 5% Quality Modelled Level Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in 0.00 0.00 0.00 0.00
Knowledge and of content knowledge within and 2022 8 in Objective 1 Objective 1 as shown in Objective 1 as shown in Objective 1 as shown in Objective 1 as shown
Pedagogy across curriculum teaching areas as shown in COT rating sheets COT rating sheets COT rating sheets in COT rating sheets or
COT rating No acceptable
sheets evidence was shown
BASIC EDUCATION SERVICES

Content 2. Evaluated with colleagues the S.Y 2021- 5% Quality Modelled and evaluated Modelled and evaluated Modelled and evaluated Modelled and evaluated No acceptable 0.00 0.00 0.00
Knowledge and effectiveness of teaching 2022 with colleagues effective with colleagues effective with colleagues effective with colleagues effective evidence was shown
Pedagogy strategies that promote learner strategies that reflect strategies that reflect strategies that reflect strategy/ies that reflect/s
achievement in literacy and adjustments or integration of well- consistent application of application of relevant
numeracy modifications in teaching connected teaching relevant teaching teaching practices that
practices to enhance practices that promote practices that promote promote critical literacy
critical literacy and/or critical literacy and/or critical literacy and/or and/or critical numeracy
critical numeracy skills as critical numeracy skills as critical numeracy skills in skills in some aspects of
evidenced by the evidenced by the all aspects of the lesson the lesson as evidenced
submitted learning submitted learning as evidenced by the by the submitted learning
material material submitted learning material
material

Content 3. Modelled and supported S.Y 2021- 5% QualityModelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in 0.00 0.00 0.00 0.00
Knowledge
Content and colleagues
4. Displayedinathe proficient
wide range ofuse of 2022
S.Y 2021- 5% QualityObjective 3 as shown
Modelled Level 8 in in Objective 3 as shown
Modelled Level 7 in in Objective 3 as shown
Modelled Level 6 in in Objective 3 as shown
Modelled Level 5 in in Objective 3 as shown
Modelled Level 4 in 0.00 0.00 0.00 0.00
Pedagogy
Knowledge and Mother
effectiveTongue,
verbal Filipino
and and
non-verbal 20222021- COT rating4 sheets
Objective as shown COT rating4 sheets COT rating4 sheets COT rating4 sheets in COT rating
4 assheets or
Learning 5. Exhibited effective strategies S.Y 5% QualityModelled Level 8 in in Objective
Modelled as shown
Level 7 in in Objective
Modelled as shown
Level 6 in in Objective
Modelled as shown
Level 5 in in Objective
Modelled Level shown
4 in 0.00 0.00 0.00 0.00
Pedagogy English to improve teachingn and 2022 NoCOT
acceptable
Environment classroom
that ensurecommunicatio
safe and secure COT rating5 sheets
Objective as shown in COT rating5 sheets
Objective as shown in COT rating5 sheets
Objective
Performance asIndicators
shown in COT rating5 sheets
Objective as shown in in
Objective 5 as shownor
rating sheets
learning, astowell as tolearner
strategiesenvironments
support develop evidence
NoCOT was shown
acceptable
learning to COT rating sheets COT rating sheets COT rating sheets COT rating sheets in rating sheets or
KRAs/ learners’ pride ofparticipation,
understanding, their language, Weight Outstanding Very Satisfactory Satisfactory Unsatisfactory evidence Poor
was shown Rating
enhance learning through the No acceptable
MFOs heritage andObjectives
Domains engagement culture.
and achievement Timeline per KRA QET 5 4 3 2 1 shown Actual Results Q E T Ave. Score
consistent implementation of evidence was
Learning 6. Exhibited
policies, effectiveand
guidelines practices to S.Y 2021- 5% Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in 0.00 0.00 0.00 0.00
Environment foster learning environments that 2022
procedures Objective 6 as shown in Objective 6 as shown in Objective 6 as shown in Objective 6 as shown in Objective 6 as shown
promote fairness, respect and COT rating sheets COT rating sheets COT rating sheets COT rating sheets in COT rating sheets or
care to encourage learning No acceptable
evidence was shown
 Learning 7. Worked with colleagues to S.Y 2021- 5% Quality Modelled varying Modelled varying Modelled effective Modelled an effective No acceptable 0.00 0.00 0.00
Environment share successful strategies that 2022 strategies that sustain a strategies that sustain a strategies that promote a strategy that promote a evidence was shown
sustain supportive learning supportive learning supporting learning supportive learning supportive learning
environments that nurture and environment for learners environment and feature environment and engage environment and engage
inspire learners to participate, to recognize each other’s all elements of learners to participate, learners to participate,
cooperate and collaborate in learning strengths and collaborative learning as cooperate, and/or cooperate, and/or
continued learning value the contribution of shown in the submitted collaborate in continued collaborate in class
others as evidenced by learning material learning as shown in the discussions as shown in
the submitted learning submitted learning the submitted learning
material materials materials

8. Modelled successful strategies S.Y 2021- 5% Quality Modelled and discussed Modelled and discussed Modelled and discussed Modelled and discussed No acceptable 0.00 0.00 0.00
and supported colleagues in 2022 with colleagues effective with colleagues consistent with colleagues varied with colleagues a teaching evidence was shown
promoting learning environments strategies that reflect application of teaching teaching practices that practice that successfully
that effectively motivate learners modifications in teaching practices that successfully successfully motivate motivate
to work productively by assuming practices to sustain motivate learners to learners to work learners to work
responsibility for their own learner motivation in monitor and evaluate their productively by assuming productively by assuming
learning monitoring and evaluating own learning as shown in responsibility for their own responsibility for their own
their own learning as the submitted learning learning as shown in the learning as shown in the
shown in the submitted material submitted learning submitted learning
learning material material material

Diversity of 9. Assisted colleagues to design, S.Y 2021- 5% Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in 0.00 0.00 0.00 0.00
Learners, adapt and implement teaching 2022 Objective 9 as shown in Objective 9 as shown in Objective 9 as shown in Objective 9 as shown in Objective 9 as shown
Curriculum and strategies that are responsive to Set COT rating sheets COT rating sheets COT rating sheets COT rating sheets in COT rating sheets or
Planning and learners with disabilities, A No acceptable
Assessment giftedness and talents evidence was shown
and Reporting
Quality Demonstrated Level 5 as Demonstrated Level 4 as Demonstrated Level 3 as Demonstrated Level 2 as Demonstrated Level 1
shown in the TRFs shown in the TRFs shown in the TRFs shown in the TRFs as shown in the TRFs
Set B or No acceptable
evidence was shown
Diversity of 10. Developed and applied S.Y 2021- 5% Quality Modelled Level 8 in Modelled Level 7 in Modelled Level 6 in Modelled Level 5 in Modelled Level 4 in 0.00 0.00 0.00 0.00
Learners, teaching strategies to address 2022 Objective 10 as shown in Objective 10 as shown in Objective 10 as shown in Objective 10 as shown in Objective 10 as shown
Curriculum and effectively the needs of learners Set A COT rating sheets COT rating sheets COT rating sheets COT rating sheets in COT rating sheets or
Planning and from indigenous groups No acceptable
Assessment evidence was shown
and Reporting
Quality Demonstrated Level 5 as Demonstrated Level 4 as Demonstrated Level 3 as Demonstrated Level 2 as Demonstrated Level 1
shown in the TRFs shown in the TRFs shown in the TRFs shown in the TRFs as shown in the TRFs
Set B or No acceptable
evidence was shown

Performance Indicators
KRAs/ Weight Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Rating
MFOs Domains Objectives Timeline per KRA QET 5 4 3 2 1 Actual Results Q E T Ave. Score
 Diversity of 11. Worked collaboratively with S.Y 2021- 5% Quality Worked with colleagues in Worked with colleagues in Worked with colleagues in Evaluated the design of No acceptable 0.00 0.00 0.00 0.00
Learners, colleagues to evaluate the design 2022 redesigning learning listing detailed evaluating the design of learning programs that evidence was shown
Curriculum and of learning programs that programs based on the list recommendations on learning programs that develop the knowledge
Planning and develop the knowledge and skills of recommendations as improving the design of develop the knowledge and skills of learners at
Assessment of learners at different ability evidenced by MOV No. 1 learning programs based and skills of learners at different ability levels
and Reporting levels on the results of different ability levels as without the help of
evaluation as evidenced evidenced by MOV No. 3 colleagues as evidenced
by MOV No. 2 by MOV No. 4

Diversity of 12. Worked collaboratively with S.Y 2021- 5% Quality Evaluated activities with Implemented activities Explored interventions Planned activities with No acceptable 0.00 0.00 0.00 0.00
Learners, colleagues to analyze and utilize 2022 colleagues by looking for with colleagues to address with colleagues to address colleagues to address the evidence was shown
Curriculum and assessment data to modify key success indicators (p. the use of assessment utilization of assessment use of assessment data to
Planning and practices and programs to further 14, DO 35, s. 2016) as data to modify practices data which could be in the modify practices and/or
Assessment support learner progress and evidenced by the and/or programs as form of learning materials, programs as evidenced by
and Reporting achievement submitted MOV evidenced by the instructional materials, the submitted MOV
submitted MOV equipment, strategies in
teaching, modality in
teaching, program, etc. (p.
9, DO 35, s. 2016) as
evidenced by the
submitted MOV

13. Reflected on and evaluated S.Y 2021- 5% Quality Synthesized the Consulted parents, Conducted FGD with Conducted a survey to No acceptable 0.00 0.00 0.00 0.00
learning environments that are 2022 evaluations from the wider guardians, and/or other teachers on programs, gather feedback on evidence was shown
responsive to community school community of the external stakeholders on projects, and/or activities programs, projects, and/or
contexts programs, projects, and/or programs, projects, and/or that maintain the learning activities that are
activities that maintain the activities that maintain the environments responsive responsive to community
learning environment learning environments to community context to contexts as evidenced by
responsive to community responsive to community reflect on and evaluate MOV No. 4
context as evidenced by context to reflect on and them as evidenced by
MOV No. 1 evaluate them as MOV No. 3
evidenced by MOV No. 2

Community 14. Discussed with colleagues S.Y 2021- 5% Quality Discussed with colleagues Discussed with colleagues Discussed with colleagues Planned for a discussion No acceptable 0.00 0.00 0.00 0.00
Linkages and teaching and learning practices 2022 teaching and learning teaching and learning teaching and learning of teaching and learning evidence was shown
Professional that apply existing codes, laws practices that adhere to practices that adhere to practices that adhere to practices that adhere to
Engagement and regulations that apply to the laws, regulations, and laws, regulations, and laws, regulations, and laws, regulations, and
and Personal teaching profession, and the responsibilities specified in responsibilities specified in responsibilities specified in responsibilities specified in
Growth and responsibilities specified in the the Code of Ethics for the Code of Ethics for the Code of Ethics for the Code of Ethics for
Professional Code of Ethics for Professional Professional Teachers Professional Teachers Professional Teachers as Professional Teachers as
Development Teachers and reviewed the and reviewed the personal evidenced by MOV No. 3 evidenced by MOV No. 4
annotated evidence of reflection notes of
practice of colleagues as colleagues as evidenced
evidenced by MOV No. 1 by MOV No. 2

Performance Indicators
KRAs/ Weight Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Rating
MFOs Domains Objectives Timeline per KRA QET 5 4 3 2 1 Actual Results Q E T Ave. Score
 Community 15. Exhibited commitment to and S.Y 2021- 5% Quality Evaluated with teachers Conducted discussions Discussed with teachers Implemented school No evidence was 0.00 0.00 0.00 0.00
Linkages and supported teachers in the 2022 the implementation of with teachers on the certain school policies and policies and procedures shown
Professional implementation of school policies certain school policies and progress of procedures for uniform as evidenced by MOV No.
Engagement and procedures to foster procedures as evidenced implementation of certain implementation as 4
and Personal harmonious relationships with by MOV No. 1 school policies and evidenced by MOV No. 3
Growth and learners, parents and other procedures as evidenced
Professional stakeholders by MOV No. 2
Development
16. Manifested a S.Y 2021- 5% Quality Evaluated lesson plans of Implemented plan for an Planned for an activity to Demonstrated a learner- No acceptable 0.00 0.00 0.00 0.00
learner_x0002_centered 2022 colleagues to enhance activity to support support colleagues in centered teaching evidence was shown
teaching philosophy in various their own colleagues in enhancing enhancing their own philosophy in one aspect
aspects of practice and support learner_x0002_centered their own learner_x0002_centered of practice (i.e., lesson
colleagues in enhancing their teaching practice as learner_x0002_centered teaching practice as planning) as evidenced by
own learner_x0002_centered evidenced by MOV No. 1 teaching practice as evidenced by MOV No. 3 MOV No. 4
teaching philosophy evidenced by MOV No. 2
17. Identified and utilized S.Y 2021- 5% Quality Identified and utilized Identified and utilized Identified and utilized Identified personal No acceptable 0.00 0.00 0.00 0.00
personal professional strengths 2022 personal professional personal professional personal professional professional strengths that evidence was shown
to uphold the dignity of teaching strengths to uphold the strengths to uphold the strengths to uphold the uphold the dignity of
as a profession to help build a dignity of teaching as a dignity of teaching as a dignity of teaching as a teaching as a profession
positive teaching and learning profession to help build a profession to help build a profession to help build a as evidenced by MOV No.
culture within the school positive teaching and positive teaching and positive teaching and 4
learning culture within the learning culture within the learning culture within the
school by inspiring unity in school by initiating school in responding to an
responding to potential activities to avoid potential issue or a challenging
threats and risks to the threats and risks to the situation as evidenced by
school community as school community as MOV No. 3
evidenced by MOV No. 1 evidenced by MOV No. 2

18. Reflected on the Philippine S.Y 2021- 5% Quality Updated professional Conducted mid-year Planned for professional Accomplished the e-SAT No acceptable 0.00 0.00 0.00 0.00
Professional Standards for 2022 development goals during review with colleagues as development based on at the beginning of the evidence
Teachers to plan personal Phase II of the RPMS evidenced by MOV No. 2 e_x0002_SAT results as school year as evidenced
professional development goals Cycle as evidenced by or 3 evidenced by MOV No. 4 by MOV No. 5
and assist colleagues in planning MOV No. 1
and achieving their own goals

PLUS 19. Performed various related SY 2021- 10% Quality Performed at least 1 Performed at least 1 Performed at least 1 Performed at least 1 No acceptable 0.00 0.00 0.00 0.00
works/activities
FACTOR ADJECTIVAL that contribute
RATING to 2022
EQUIVALENCES related work / activity2.500-3.499
that related work / activity that related work / activity that related work / activity that evidenceRATING
Satisfactory was shown
FOR OVERALL ACCOMPLISHMENTS 0.00
the teaching_x0002_learning contributed to the contributed to the contributed to the contributed to the
4.500-5.000 process
Outstanding 1.500-2.499
teaching_x0002_learning teaching_x0002_learning
Unsatisfactory
teaching_x0002_learning teaching_x0002_learning
Descriptive Rating 0
3.500-4.499 Very Satisfactory process beyond theBelow process
1.499 within the school / Poor
process within the learning process within the class as
school / Community Lrng. Community Lrng. Center area / department as evidenced by submitted
Center (CLC) as (CLC) as evidenced by evidenced by submitted MOV
evidenced by submitted submitted MOV MOV
Ratee Rater Approving Authority
MOV
 NUMERICAL
ADJECTIVAL RATING DESCRIPTION OF MEANING OF RATING
RATING

Performance represents an extraordinary level of achievement and commitment in terms of quality and
time, technical skills and knowledge, ingenuity, creativity and initiative. Employees at thus performance
5 Outstanding
level should have demonstrated exceptional job mastery in all major areas of responsiblity. Employee
achievement and contribution to the organization are of marked excelence.

Performance exceeded expectations. All goals, objectives and targets were achieved above the established
4 Very Satisfactory
standards.
Performance met expectation in terms of quality of work, efficiency and timeliness. The most critical annual
3 Satisfactory
goals are met.
2 Unsatisfactory Performance failed to meet expectations, and/or one or more of the most critical goals were not met.

Performance was consistently below expectations, and/or reasonable progress toward critical goals was not
1 Poor
made. Significant improvement is needed in one or more important 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 Strategic Performance
Management System (SPMS) in all government agencies.

RANGE ADJECTIVAL RATING SCALE DEFINITION

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

Grievances and Appeals

1. A grievance Committee shall be created in each level of the The ratee, however, shall not be allowed to protest the performance ratings of co-employees.
organization to act as appeals board and final arbiter of all issues Ratings obtained by the ratee can used as basis for reference for comparison in appealing the
relating to the implementation of RPMS. individual performance rating.
2. The office performance assessment as discussed in the performance 4. The Grievance Committee shall decide on the appeals within one (1) month from receipt.
review and evaluation phase shall be final and not appealable. Any Appeals lodged at any grievance Committee shall follow the hierarchical jurisdiction of various
issue/appeal on the initial performance assessment of an office shall be Grievance Committees within the agency. For example, the decision of the Division Grievance
discussed and decided during the performance review conference. Committee is appealable 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 Grievance Committee at
their level within ten (10) working days from date of receipt of notice of 5. The decision of the Central Office Grievance Committee is final.
their final performance evaluation rating from the rater.
 PART II: COMPETENCIES
CORE BEHAVIORAL COMPETENCIES CORE SKILLS
Self-Management Teamwork Oral Communication
Sets personal goals and direction, needs and development. Willingly does his/her share of resposibility. Follows instructions accurately.
Undertakes personal actions and behaviors that are clear and purposive and takes Promotes collaboration and removes barriers to teamwork and goal accomplishment Expresses self clearly, fluently and articulately.
into account personal goals and values congruent to that of the organization. across the organization. Uses appropriate medium for the message.
Displays emotional maturity and enthusiasm for and is challenged by higher goals. Applies negotiation principles in arriving at win-win agreements. Adjust communication style to others.
Prioritize work tasks and schedules (through grant chart, checklists, etc.) to Drives consensus and team ownership of decisions. Guides discussions between and among peers to meet an objective.
achieve goals. Works constructively and collaboratively with others and across organizations to Written Communication
Sets high quality, challenging, realistic goals for self and other. accomplish organizational goals and objectives. Knows the different written business communication formats used
Professionalism and Ethics Service Orientation in the Deped
Demonstrates the values and behavior enshrined in the Norms of Conduct and Can explain and articulate organizational directions, issues and problems. Writes routine correspondence/communications, narrative and desciptive
Ethical Standards for public officials and employees (RA 6713). Takes personal responsibility for dealing with and/or correcting customer service report based on readily available information data with minimal spelling
Practices ethical and professional behavior and conduct taking into account the issues and concerns. or grammatical error/s (e.g. Memos, minutes, etc.).
impact of his/her actions and decisions. Initiates activities that promotes advocacy for men and women empowerment. Secures information from required references (i.e., Directories, schedules,
Maintains a professional image: being trustwothy, regularity of attendance and Participates in updating of office vision, mission, mandates and strategies based on notices, instructions) for specefic purposes.
punctuality, good grooming and communication. DepEd Strategies and directions. Self- edits words, numbers, phonetic notation and content, if necessary.
Makes personal sacrifices to meet the organization's needs. Develops and adopts service improvement programs through simplified procedures Demonstrates clarity, fluency, impact, conscience and effectiveness in his/
Acts with a sense of urgency and responsibility to meet the organization's needs, that will further enhance service delivery. her written communications.
improve systems and help others improve their effectiveness. Computer/ICT Skills
Result Focus Innovation Prepares basic compositions (e.g., letters, reports, spreadsheets and
Achieves results with optimal use of time and resources most of the time. Examines the root cause of problems and suggests effective solution. Fosters new graphics presentation using Word Processing and Excel.
Avoids rework, mistakes and wasted through effective work methods by placing ideas, processes and suggests better ways to do things (cost and/or operational Identifies different computer parts, turns the computer on/off, and work on
organizational needs before personal needs. efficiency). a given task with acceptable speed and accuracy and connects
Delivers error-free outputs most of the time by conforming to standard operating Demonstrates an ability to think "beyond the box". Continuously focuses on improving computer peripherals ( e.g. Printers, modems, multimedia projectors, etc).
procedures correctly and consitently. Able to produce very satisfactory quality of work personal productivity to create higher value and results. Prepares simple presentation using Powerpoint.
in terms of usefulness/acceptability and completeness with no supervisio required. Promotes a creative climate and inspires co-workers to develop original ideas or Utilizes technologies to: access information to enhance professional
Expresses a desire to do better and may express frustration at waste or inefficiency. solutions. productivity, assists in conducting research and communicate through local
May focus on new or more precise ways of meeting goals set. Translates creative thinking into tangible changes and solutions that improve the work and global professional networks.
Makes specific changes in the system or in own work method to improve performance. unit and organization. Recommends appropriate and updated technology to enhance productivity
Examples may include doing something better, faster, at a lower cost, more efficiently; Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and professional practice.
or improving quality, customer satisfaction, marale, without setting any specific goal. and the ability to succeed with minimal resources.

OVERALL COMPETENCY RATINGS

CORE BEHAVIORAL COMPETENCIES #DIV/0!
CORE SKILLS #DIV/0!
OVERALL RATING #DIV/0!
 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance results Rating Adjectival 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 Teacher Name of School Head

Signature Signature
Date Date

PART IV: DEVELOPMENTAL PLANS

Strengths Developmental Needs Action Plan Timeline Resources Needed

A. FUNCTIONAL COMPETENCIES (Recommended Developmental
Intervention)

B. CORE BEHAVIORAL COMPETENCIES/CORE SKILLS

Ratee Rater Approving Authority
 IPCRF RATING ENCODING FORM FOR HIGHLY PROFICIENT TEACHERS (Master Teacher I-IV)

Name of Employee Rater: Region: XIII-Caraga

Position Position: Division: Agusan del Sur
Employee ID #: Date of Review: District/Municipality:
Employment Status COT COT/Supp. Rating Period
COT/Supp. School ID:
KRA/ Weight Weight per Indicator Mat./TRF 1 RPMS 5-pt Mat./TRF 2 RPMS 5-pt COT 3 RPMS 5-pt COT 4 RPMS 5-pt Numerical Ratings
Domain per KRA OBJECTIVES Objective No. Rating Scale Rating Scale Rating Scale Rating Scale AVE. Q E T Ave. Score Adjectival Rating
1 Objective 1 5% 1 0 0 0.00 0.00 0.00 0.00 0
1 Objective 2 5% 0.00 0.00 0
1 Objective 3 5% 2 0 0 0.00 0.00 0.00 0.00 0
1 20% Objective 4 5% 3 0 0 0.00 0.00 0.00 0.00 0
2 Objective 5 5% 4 0 0 0.00 0.00 0.00 0.00 0
2 Objective 6 5% 5 0 0 0.00 0.00 0.00 0.00 0
2 Objective 7 5% 0.00 0.00 0.00 0.00 0
2 20% Objective 8 5% 0.00 0.00 0.00 0.00 0
3 Objective 9 5% 6 0 0 0.00 0.00 0.00 0.00 0
3 Objective 10 5% 7 0 0 0.00 0.00 0.00 0.00 0
3 Objective 11 5% 0.00 0.00 0
3 20% Objective 12 5% 0.00 0.00 0
4 Objective 13 5% 0.00 0.00 0
4 Objective 14 5% 0.00 0.00 0
4 Objective 15 5% 0.00 0.00 0
4 Objective 16 5% 0.00 0.00 0
4 Objective 17 5% 0.00 0.00 0
4 30% Objective 18 5% 0.00 0.00 0
PLUS
FACTOR 10% Objective 19 10% 0.00 0.00 0
FINAL RATING 0.00
ADJECTIVAL RATING 0

Ratee Rater Approving Authority