INDIVIDUAL PERFORMANCE COM

Name of Employee:
Position: Teacher I
School / Division: MATAAS NA PAARALANG NEPTALI A. GONZALES
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLAN
Weight
MFOs KRAs Objectives Timeline per Outstanding
KRA QET
(5)
Basic 1. Content 1. Applied 7.5% Quality Showed knowledge of content
Education Knowledge Knowledges of and its integration within and
Services and Pedagogy content within and across subject areas as show
(40%) across curriculum in MOV1 with rating of 7
teaching areas.
Efficiency Submitted at least 4 lessons
using MOV 1 and supported by
any one of the other given
MOV

Timeliness

2. Used a range of 7.5% Quality Facilitated using different

teaching strategies teaching strategies that
that enhance learner promote reading, writing and/or
achievement in numeracy skills as shown in
MOV 1 with a rating of 7
literacy and
numeracy skills.

Efficiency Submitted at least 4 learner-

centered lessons as evidently
shown in MOV 1 and
supported by any 1 of the other
MOV given

Timeliness

3. Applied a range of 7.5% Quality Used different teaching

teaching strategies strategies that develop critical
to develop critical and creative thinking and/or
and creative other HOTS as shown in MOV
1 with a rating of 7
thinking, as well as
other higher-order
thinking skills.

Page 1 IPCRF
 3. Applied a range of 7.5%
teaching strategies
to develop critical
and creative Weight
thinking, as well as per
MFOs KRAs Objectives Timeline Outstanding
other higher-order KRA QET
thinking skills. (5)
Efficiency Submitted at least 4 lessons as
evidenced by MOV 1 and
supported by any 1 of the other
given MOV

Timeliness

2. Learning 4.Managed 7.5% Quality Used classroom management

Environment classroom structure strategies that engage learners
and Diversity to engage learners, in activites/tasks as shown in
of Learners individually or in MOV 1 with a rating of 7
groups, in
meaningful
exploration, Efficiency Submitted at least 4 lessons
supported by MOV 1 and any 1
discovery and of the other acceptable MOV
hands-on activities
within a range of
physical learning Timeliness
environments.
5. Manage learner 7.5% Quality Used classroom management
behavior strategies of learner behavior
constructively by that promote positive and non-
applying positive violent discipline as shown in
MOV submitted with a rating of
and non-violent
7
discipline to ensure
learning-focused
environment. Efficiency Submitted at least 4 of the
given strategies as observed in
at least 4 lessons

Timeliness

6. Used 7.5% Quality Applied differentiated teaching

differentiated, strategies to address learner
developmentally diversity as shown in MOV 1
appropriate learning with a rating of 7
experiences to
address learners'
gender, needs, Efficiency Submitted at least 4
strengths, interests differentiated teaching
strategies in at least 2 lessons
and experiences.
as evidenced by MOV 1 and
supported by any 1 of the other
acceptable MOV

Timeliness

Page 2 IPCRF
 Weight
MFOs KRAs Objectives Timeline per Outstanding
KRA QET
(5)
3. Curriculum 7. Planned, 7.5% Quality Planned and implemented
and Planning managed and developmentally sequenced
implemented teaching and learning process
developmentally as shown in MOV 1 with rating
of 7
sequenced teaching
and learning
processes to meet
curriculum Efficiency Submitted at least 4
requirements and developmentally sequenced
varied teaching teaching and learning process
contexts. as evidently shown in MOV 1
of the other given MOV

Timeliness

8. Participated in 7.5% Quality Consistently participated in

collegial discussions LACs / FGDs / meetings to
that use teacher and discuss teacher/learner
learner feedback to feedback to enrich instruction
as shown in the MOV
enrich teaching
submitted
practice

Efficiency Participated in at least 4 LACs /

FGDs / meetings as evidently
shown in any 1 of the given
MOV

Timeliness

9. Selected 7.5% Quality Developed and used varied

developed, teaching and learning
organized and used resources, including ICT, to
appropriate teaching address learning goals as
shown in MOV 1 with a rating
and learning
of 7
resources, including
ICT, to address
learning goals. 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

Timeliness

Page 3 IPCRF
 Weight
MFOs KRAs Objectives Timeline per Outstanding
KRA QET
(5)
4. Assessment 10. Designed, 7.5% Quality Designed, selected, organized
and Reporting selected, organized and used diagnostic, formative
aans used and summative assessment
diagnostic, formative strategies consistent with
curriculum requirements as
and summative
shown in MOV with the rating
assessment of 7
strategies consistent
with curriculum
requirements.
Efficiency Submitted at least 4 varied
assessment tools as evidently
shown in any 1 of the
acceptable MOV

Timeliness

11. Monitored and 7.5% Quality Consistently monitored and

evaluated learner evaluated learners progress
progress and and achievement using learner
achievement using attainment data as shown in
the MOV submitted
learner attainment
data.
Efficiency Submitted a combination of at
least 4 of the acceptable MOV

Timeliness Submitted MOV were

distributed across 4 quarters

12. Communicated 7.5% Quality Consistenly showed prompt

promptly and clearly and clear communication of the
the learners' needs, learners' needs, progress and
progress and achievement to key
stakeholders, including parents
achievement to key
/ guardians as shownin the
stakeholders, MOV submitted
including parents /
guardians.

Efficiency Submitted a combination of at

least 4 of the acceptable MOV

Timeliness Submitted MOV were

distributed across 4 quarters

Page 4 IPCRF
 Weight
MFOs KRAs Objectives Timeline per Outstanding
KRA QET
(5)
5. Plus Factor 13. Performed 10.0% Quality Consistently performed various
various related related work / activities that
work/activities that contribute to the teaching
contribute to the learning process as shown in
the MOV submitted
teaching-learning
process.
Efficiency Submitted at least 4 different
kinds of acceptable MOV

Timeliness

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

Conforme:
Reviewed by:
0
Teacher I ADELAIDA R. GULOY
Ratee FILIPINO DEPARTMENT COORDINATOR
Rater

Page 5 IPCRF
ANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Rater: ADELAIDA R. GULOY

Position: FILIPINO DEPARTMENT COORDINATOR
Date of Review: April 5, 2019

URING PLANNING TO BE FILLED DU

PERFORMANCE INDICATOR Ratin
Actual
Very Satisfactory Satisfactory Unsatisfactory Poor Results
Q
(4) (3) (2) (1)
Showed knowledge of content Showed knowledge of content Showed knowledge of content No
and its integration within and and its integration within and and its integration within and acceptable
across subject areas as show across subject areas as show across subject areas as show in evidence
in MOV1 with rating of 6 in MOV1 with rating of 5 MOV1 with rating of 4 was shown

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

Facilitated using different Facilitated using different Facilitated using different No

teaching strategies that
promote reading, writing
and/or numeracy skills as
shown in MOV 1 with a rating
of 6
teaching strategies that teaching strategies that promote acceptable
promote reading, writing and/or reading, writing and/or numeracy evidence
numeracy skills as shown in skills as shown in MOV 1 with a was shown
MOV 1 with a rating of 5 rating of 4

Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No

lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in acceptable
MOV 1 and supported by any MOV 1 and supported by any 1 MOV 1 and supported by any 1 evidence
1 of the other MOV given of the other MOV given of the other MOV given was shown

Used different teaching Used different teaching Used different teaching No

strategies that develop critical strategies that develop critical strategies that develop critical acceptable
and creative thinking and/or and creative thinking and/or and creative thinking and/or evidence
other HOTS as shown in MOV other HOTS as shown in MOV other HOTS as shown in MOV 1 was shown
1 with a rating of 6 1 with a rating of 5 with a rating of 4

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 Actual
Very Satisfactory Satisfactory Unsatisfactory Poor Results
Q
(4) (3) (2) (1)
Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and acceptable
supported by any 1 of the supported by any 1 of the other supported by any 1 of the other evidence
other given MOV given MOV given MOV was shown

Used classroom management Used classroom management Used classroom management No

strategies that engage strategies that engage learners strategies that engage learners acceptable
learners in activites/tasks as in activites/tasks as shown in in activites/tasks as shown in evidence
shown in MOV 1 with a rating MOV 1 with a rating of 5 MOV 1 with a rating of 4 was shown
of 6

Submitted 3 lessons Submitted 2 lessons supported Submitted 1 lessons supported No

supported by MOV 1 and any by MOV 1 and any 1 of the by MOV 1 and any 1 of the other acceptable
1 of the other acceptable MOV other acceptable MOV acceptable MOV evidence
was shown

Used classroom management Used classroom management Used classroom management No

strategies of learner behavior strategies of learner behavior strategies of learner behavior acceptable
that promote positive and non- that promote positive and non- that promote positive and non- evidence
violent discipline as shown in violent discipline as shown in violent discipline as shown in was shown
MOV submitted with a rating of MOV submitted with a rating of MOV submitted with a rating of 4
6 5

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

Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No

strategies to address learner strategies to address learner strategies to address learner acceptable
diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1 with evidence
with a rating of 6 with a rating of 5 a rating of 4 was shown

Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No

teaching strategies in at least teaching strategies in at least 2 teaching strategies in at least 2 acceptable
2 lessons as evidenced by lessons as evidenced by MOV lessons as evidenced by MOV 1 evidence
MOV 1 and supported by any 1 and supported by any 1 of the and supported by any 1 of the was shown
1 of the other acceptable MOV other acceptable MOV other acceptable MOV

Page 7 IPCRF

Very Satisfactory
(4)
Planned and implemented
developmentally sequenced
teaching and learning process
as shown in MOV 1 with rating
of 6
Submitted 3 developmentally
sequenced teaching and
learning process as evidently
shown in MOV 1 of the other
given MOV
Frequently participated in
LACs / FGDs / meetings to
discuss teacher/learner
feedback to enrich instruction
as shown in the MOV
submitted
Participated in 3 LACs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs /
FGDs / meetings as evidently meetings as evidently shown in meetings as evidently shown in
shown in any 1 of the given any 1 of the given MOV
MOV
Developed and used varied
teaching and learning
resources, including ICT, to
address learning goals as
shown in MOV 1 with a rating
of 6
Submitted 3 varried teaching
and learning resources,
including ICT, as evidently
shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Actual
Satisfactory Unsatisfactory Poor Results
Q
(3) (2) (1)
Planned and implemented Planned and implemented No
developmentally sequenced developmentally sequenced acceptable
teaching and learning process teaching and learning process as evidence
as shown in MOV 1 with rating shown in MOV 1 with rating of 4 was shown
of 5
Submitted 2 developmentally Submitted 1 developmentally No
sequenced teaching and sequenced teaching and learning acceptable
learning process as evidently process as evidently shown in evidence
shown in MOV 1 of the other MOV 1 of the other given MOV was shown
given MOV
Occasionally participated in Rarely participated in LACs / No
LACs / FGDs / meetings to FGDs / meetings to discuss acceptable
discuss teacher/learner teacher/learner feedback to evidence
feedback to enrich instruction enrich instruction as shown in the was shown
as shown in the MOV submitted MOV submitted
No
acceptable
any 1 of the given MOV evidence
was shown
Developed and used varied Developed and used varied No
teaching and learning teaching and learning resources, acceptable
resources, including ICT, to including ICT, to address learning evidence
address learning goals as goals as shown in MOV 1 with a was shown
shown in MOV 1 with a rating of rating of 4
5
Submitted 2 varried teaching Submitted 1 varried teaching and No
and learning resources, learning resources, including ICT, acceptable
including ICT, as evidently as evidently shown in MOV 1 evidence
shown in MOV 1 and supported and supported by any 1 of the was shown
by any 1 of the acceptable acceptable MOV
MOV
Page 8 IPCRF
 Actual
Very Satisfactory Satisfactory Unsatisfactory Poor Results
Q
(4) (3) (2) (1)
Designed, selected, organized Designed, selected, organized Designed, selected, organized No
and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative acceptable
and summative assessment and summative assessment and summative assessment evidence
strategies consistent with strategies consistent with strategies consistent with was shown
curriculum requirements as curriculum requirements as curriculum requirements as
shown in MOV with the rating shown in MOV with the rating of shown in MOV with the rating of
of 6 5 4

Submitted 3 varied Submitted 2 varied assessment Submitted 1 varied assessment No

assessment tools as evidently tools as evidently shown in any tools as evidently shown in any 1 acceptable
shown in any 1 of the 1 of the acceptable MOV of the acceptable MOV evidence
acceptable MOV was shown

Frequently monitored and Occasionally monitored and Rarely monitored and evaluated No
evaluated learners progress evaluated learners progress learners progress and acceptable
and achievement using learner and achievement using learner achievement using learner evidence
attainment data as shown in attainment data as shown in the attainment data as shown in the was shown
the MOV submitted MOV submitted MOV submitted

Submitted a combination of 3 Submitted a combination of 2 of Submitted a combination of 1 of No

of the acceptable MOV the acceptable MOV the acceptable MOV acceptable
evidence
Submitted MOV were Submitted MOV were Submitted MOV were distributed No was shown
distributed across 3 quarters distributed across 2 quarters across 1 quarters acceptable
evidence
Frequently showed prompt Occasionally showed prompt Rarely showed prompt and clear No was shown
and clear communication of and clear communication of the communication of the learners' acceptable
the learners' needs, progress learners' needs, progress and needs, progress and evidence
and achievement to key achievement to key achievement to key was shown
stakeholders, including stakeholders, including stakeholders, including parents /
parents / guardians as parents / guardians as shownin guardians as shownin the MOV
shownin the MOV submitted the MOV submitted submitted

Submitted a combination of at Submitted a combination of at Submitted a combination of at No

least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV acceptable
evidence
was shown
Submitted MOV were Submitted MOV were Submitted MOV were distributed No
distributed across 3 quarters distributed across 2 quarters across 1 quarters acceptable
evidence
was shown

Page 9 IPCRF
 Actual
Very Satisfactory Satisfactory Unsatisfactory Poor Results
Q
(4) (3) (2) (1)
Frequently performed various Occasionally performed various Rarely performed various No
related work / activities that related work / activities that related work / activities that acceptable
contribute to the teaching contribute to the teaching contribute to the teaching evidence
learning process as shown in learning process as shown in learning process as shown in the was shown
the MOV submitted the MOV submitted MOV submitted

Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No

acceptable MOV acceptable MOV acceptable MOV acceptable
evidence
was shown

FINAL RATING

ADJECTIVAL RATING

Recommending Approval:
Approved:
EFREN S. CONSEMINO ,Ed.D
Principal IV NERISSA L. LOSARI
OIC-Schools Division S

Page 10 IPCRF
acher I-III

AIDA R. GULOY
NO DEPARTMENT COORDINATOR
, 2019

TO BE FILLED DURING EVALUATION

Rating
Score
E T Ave.

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 0 0.00

Score
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 Score
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0 0.00

0 0.00

0 0.00

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 Score
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 Score
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0 0.00

FINAL RATING 0.00

ADJECTIVAL RATING Poor

Approved:

NERISSA L. LOSARIA, CESO VI

OIC-Schools Division Superintendent

Page 15 IPCRF
Name of Employee: 0 Name of Rater ADELAIDA R. GULOY
Position Teacher I Position: FILIPINO DEPARTMENT COORDINATOR
School / Division: MATAAS NA PAARALANG NEPTALI A. GONZALES Date of Review: April 5, 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 3. Applies negotiation principles in arriving at win-win agreements.
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.
3. Initiates activities that promotes advocacy for men and women empowerment.
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
personal productivity to create higher value and results.
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 ###
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: ADELAIDA R. GULOY

Signature: Signature:
Date: October 27, 2018 Date: OCTOBER 27,2018

PART IV: DEVELOPMENT PLANS

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

Strength and Power Flexibilty and Speed * Demonstrate a flexible and speedy approach to S.Y. 2019-2020 Quadlateral Movement and
work to attain goals and desired outcomes. Advance Stretches

B. Core Behavioral Competencies

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

Conforme:

0
Teacher I Rater & Reviewed by: Recommending Approval:
Ratee Approved:
ADELAIDA R. GULOY EFREN S. CONSEMINO ,Ed.D
FILIPINO DEPARTMENT COORDINATOR OIC- Assistant Schools Division Superintendent NERISSA L. LOSARIA, CESO VI
OIC-Schools Division Superintendent
 POSITION AND COMPETENCY PROFILE PCP No. _________ Revision Code: 00

Department of Education
Name Salary Grade 11
Postion Title Teacher I Effectivity Date
Office Unit MATAAS NA PAARALANG NEPTALI A. GONZALES Page/s
Reports to FILIPINO DEPARTMENT COORDINATOR
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