Republic of the Philippines

DEPARTMENT OF EDUCATION
Region V
Schools Division of Sorsogon
MANUEL T. SIA NATIONAL HIGH SCHOOL
Danlog, Pilar, Sorsogon
School ID: 302224

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Name of Employee Daisymae M. Mallapre Name of Rater Corazon B. Trinidad
Position Teacher III Position HT-II
Bureau/Center/Service/Division DepEd-Manuel T. Sia National High School Date Review
Rating Period

TO BE FILLED OUT DURING PLANNING TO BE FILLED

Weight Performance Indicator

MFOs KRAs Objectives Timeline per QET Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results
KRA 5 4 3 2 1
Basic 1. Content 1. Applied
Education Knowledge knowledge of Showed Showed Showed Showed
knowledge of knowledge of knowledge of knowledge of
Services and content within and
content and its content and its content and its content and its
Pedagogy across curriculum
integration integration integration integration No acceptable
teaching areas
Quality within and within and within and within and evidence was
(7.5%)
across subject across subject across subject across subject shown
areas as shown areas as shown areas as shown areas as shown
in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4

Submitted at Submitted 3 Submitted 2

least 4 lessons lessons using lessons using
using MOV 1 MOV 1 and MOV 1 and Submitted any No acceptable
Efficiency and supported supported by supported by 1 of the given evidence was
by any 1 of the any 1 of the any 1 of the MOV shown
other MOV other MOV other MOV
given given given
Timeliness
2. Used a range of
Facilitated Facilitated Facilitated Facilitated
teaching strategies
using different using different using different using different
that enhance
teaching teaching teaching teaching
learner
strategies that strategies that strategies that strategies that
achievement in
promote promote promote promote No acceptable
literacy and
Quality reading, writing reading, writing reading, writing reading, writing evidence was
numeracy skills
and/or and/or and/or and/or shown
(7.5%)
numeracy skills numeracy skills numeracy skills numeracy skills
as shown in as shown in as shown in as shown in
MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4

Submitted at Submitted 3 Submitted 2 Submitted 1

22.50% least 4 learner- learner- learner- learner-
centered centered centered centered
lessons as lessons as lessons as lessons as
No acceptable
evidently evidently evidently evidently
Efficiency evidence was
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
shown
and supported and supported and supported and supported
by any 1 of the by any 1 of the by any 1 of the by any 1 of the
other MOV other MOV other MOV other MOV
given given given given

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

Submitted at Submitted 3 Submitted 2 Submitted 1

least 4 learner- learner- learner- learner-
centered centered centered centered
lessons as lessons as lessons as lessons as
No acceptable
evidently evidently evidently evidently
Efficiency evidence was
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
shown
and supported and supported and supported and supported
by any 1 of the by any 1 of the by any 1 of the by any 1 of the
other MOV other MOV other MOV other MOV
given given given given
Timeliness
2. Learning 4. Managed
Environment classroom structure Used classroom Used classroom Used classroom Used classroom
and to engage leaners, management management management management
Diversity of individually or in strategies that strategies that strategies that strategies that
No acceptable
Learners groups, in engage leaners engage leaners engage leaners engage leaners
Quality evidence was
meaningful in activities/ in activities/ in activities/ in activities/
shown
exploration, tasks as shown tasks as shown tasks as shown tasks as shown
discovery and in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
hands-on activities rating of 7 rating of 6 rating of 5 rating of 4
within a range of
physical Submitted at Submitted 3 Submitted 2 Submitted 1
environments least 4 lessons lessons lessons lesson
No acceptable
(7.5%) supported by supported by supported by supported by
Efficiency evidence was
MOV 1 and any MOV 1 and any MOV 1 and any MOV 1 and any
shown
1 of the other 1 of the other 1 of the other 1 of the other
acceptable MOV acceptable MOV acceptable MOV acceptable MOV
Timeliness
5. Managed learner Applied teacher Applied teacher Applied teacher Applied teacher
behavior management management management management
constructively by strategies of strategies of strategies of strategies of
applying positive learner learner learner learner
and non-violent behavior that behavior that behavior that behavior that
discipline to ensure No acceptable
promote promote promote promote
learning-focused Quality evidence was
positive and positive and positive and positive and
environments shown
non-violent non-violent non-violent non-violent
(7.5%) discipline a discipline a discipline a discipline a
sshown in MOV sshown in MOV sshown in MOV sshown in MOV
submitted with submitted with submitted with submitted with
22.50% a rating of 7 a rating of 6 a rating of 5 a rating of 4
 (7.5%)

22.50%
Submitted at
Submitted at Submitted at Submitted at
least 4 of the
least 4 of the least 4 of the least 4 of the No acceptable
given strategies
Efficiency given strategies given strategies given strategies evidence was
as observed in
as observed in as observed in as observed in shown
at least 4
3 lessons 2 lessons 1 lesson
lessons
Timeliness
6. Used Applied Applied Applied Applied
differentiated, differentiated differentiated differentiated differentiated
developmentally teaching teaching teaching teaching
appropriate strategies to strategies to strategies to strategies to No acceptable
learning Quality address learner address learner address learner address learner evidence was
experiences to diversity as diversity as diversity as diversity as shown
address leaners' shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
gender, needs, with a rating of with a rating of with a rating of with a rating of
strengths, interests 7 6 5 4
and experiences. Submitted at
(7.5%) Submitted 3 Submitted 2
lest 4
differentiated differentiated Submitted 1
differentiated
teaching teaching differentiated
teaching
strategies in at strategies in at teaching
strategies in at
least 2 lessons least 2 lessons strategy in only No acceptable
least 2 lessons
Efficiency as evidenced as evidenced 1lesson as evidence was
as evidenced
by MOV 1 and by MOV 1 and evidently shown
by MOV 1 and
supported by supported by shown in any 1
supported by
any 1 of the any 1 of the of the
any 1 of the
other other acceptable MOV
other
acceptable MOV acceptable MOV
acceptable MOV
Timeliness
3. 7. Planned, Planned and Planned and Planned and Planned and
Curriculum managed and implemented implemented implemented implemented
and Planning implemented developmentall developmentall developmentall developmentall
developmentally y sequenced y sequenced y sequenced y sequenced
sequenced No acceptable
tecahing and tecahing and tecahing and tecahing and
teaching and Quality evidence was
learning learning learning learning
shown
learning processes process as process as process as process as
to meet curriculum shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
requirements and with a rating of with a rating of with a rating of with a rating of
variend teaching 7 6 5 4
contents(7.5%)
sequenced
teaching and
learning processes
to meet curriculum
requirements and
variend teaching
contents(7.5%)
Submitted at
Submitted 3 Submitted 2
least 4
developmentall developmentall Submitted 1
developmentall
y sequenced y sequenced developmentall
y sequenced
teaching and teaching and y sequenced
teaching and
learning learning teaching and
learning No acceptable
process as process as learning
Efficiency process as evidence was
evidently evidently process as
evidently shown
shown in MOV 1 shown in MOV 1 evidently
shown in MOV 1
and supported and supported shown in any 1
and supported
by any 1 of the by any 1 of the of the given
by any 1 of the
other given other given MOV
other given
MOV MOV
MOV
Timeliness
8. Participated in
collegical Consistently Frequently Occasionally Rarely
discussions that participated in participated in participated in participated in
use teacher and LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LACs/FGDs/
learner feedback to meetings to meetings to meetings to meetings to
enrich teaching discuss discuss discuss discuss No acceptable
practice. (7.5%) Quality teacher/ learner teacher/ learner teacher/ learner teacher/ learner evidence was
feedback to feedback to feedback to feedback to shown
enrich enrich enrich enrich
instruction as instruction as instruction as instruction as
shown in the shown in the shown in the shown in the
22.50%
MOV submitted MOV submitted MOV submitted MOV submitted

Participated in
Participated in Participated in Participated in
at least 4
3 LACs/FGDs/ 2 LACs/FGDs/ 1 LAC/FGD/
LACs/FGDs/
meetings as meetings as meeting as No acceptable
meetings as
Efficiency evidently evidently evidently evidence was
evidently
shown in any 1 shown in any 1 shown in any 1 shown
shown in any 1
of the given of the given of the given
of the given
MOV MOV MOV
MOV
Timeliness
 9. Selected Developed and Developed and Developed and Developed and
developed, used varied used varied used varied used varied
organized and used teaching and teaching and teaching and teaching and
appropriate learning learning learning learning
teaching and resources, resources, resources, resources, No acceptable
learning resources, Quality including ICT, to including ICT, to including ICT, to including ICT, to evidence was
including ICT, to address address address address shown
address learning learning goals learning goals learning goals learning goals
goals (7.5%) as shown in as shown in as shown in as shown in
MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4

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

Timeliness
4. 10. Designed, Designed, Designed, Designed, Designed,
Assessment selected, organized selected, selected, selected, selected,
and and used organized and organized and organized and organized and
Reporting diagnostic, used used used used
formative and diagnostic, diagnostic, diagnostic, diagnostic,
summative formative and formative and formative and formative and
assessment summative summative summative summative No acceptable
strategies Quality assessment assessment assessment assessment evidence was
consistent with strategies strategies strategies strategies shown
curriculum consistent with consistent with consistent with consistent with
requirements curriculum curriculum curriculum curriculum
(7.5%) requirements requirements requirements requirements
as shown in as shown in as shown in as shown in
MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4
strategies
consistent with
curriculum
requirements
(7.5%)

Submitted at Submitted 3 Submitted 2

Submitted 1
least 4 varied varied varied
assessment
assessment assessment assessment
tools as No acceptable
tools as tools as tools as
Efficiency evidently evidence was
evidently evidently evidently
shown in any of shown
shown in any 1 shown in any 1 shown in any 1
the
of the of the of the
acceptable MOV
acceptable MOV acceptable MOV acceptable MOV
Timeliness
11. Monitored and
evaluated learner Consistently Frequently Occasionally Rarely
progress and monitored and monitored and monitored and monitored and
achievement using evaluated evaluated evaluated evaluated
learner (7.5%) learner learner learner learner
No acceptable
progress and progress and progress and progress and
Quality evidence was
achievement achievement achievement achievement
shown
using learner using learner using learner using learner
attainment data attainment data attainment data attainment data
as shown in the as shown in the as shown in the as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted

Submitted a Submitted a
22.50% Submitted a
combination of combination of No acceptable
combination of Submitted 1
Efficiency 3 of the 2 of the evidence was
at least 4 of the acceptable MOV
acceptable acceptable shown
acceptable MOV
MOV MOV

Submitted MOV Submitted Submitted MOV

Submitted MOV
were MOV were were No acceptable
was completed
Timeliness distributed distributed distributed evidence was
in only 1
across 4 across 3 across 2 shown
quarter
quarters quarters quarters
 22.50%

12. Communicated
promptly and Consistently Frequently Occasionally Rarely showed
clearly the learners’ showed prompt showed prompt showed prompt prompt and
needs, and clear and clear and clear clear
progress and communication communication communication communication
achievement to key of the learners’ of the learners’ of the learners’ of the learners’
stakeholders, needs, progress needs, needs, progress needs, progress
including parents/ and progress and and and No acceptable
guardians. (7.5%) Quality achievement to achievement to achievement to achievement to evidence was
key key key key shown
stakeholders, stakeholders, stakeholders, stakeholders,
including including including including
parents/ parents/ parents/ parents/
guardians as guardians as guardians as guardians as
shown in the shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted MOV submitted

Submitted a Submitted a
Submitted a Submitted any
combination of combination of No acceptable
combination of 1
Efficiency 3 of the 2 of the evidence was
at least 4 of the of the given
acceptable acceptable shown
acceptable MOV MOV
MOV MOV
Submitted MOV Submitted Submitted MOV
Submitted MOV
were MOV were were No acceptable
was completed
Timeliness distributed distributed distributed evidence was
in only 1
across 4 across 3 across 2 shown
quarter
quarters quarters quarters
5. Plus Factor 13. Performed
Consistently Frequently Occasionally Rarely
various related
performed performed performed performed
works/activities
various related various related various related various related
that contribute to
work/activities work/activities work/activities work/activities
the teaching- No acceptable
that contribute that contribute that contribute that contribute
learning process. Quality evidence was
to the teaching to the teaching to the teaching to the teaching
(10%) shown
learning learning learning learning
10% process process as process as process
as shown in the shown in the shown in the as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted

Submitted at Submitted 3 Submitted 2

Submitted any No acceptable
least 4 different different kinds different kinds
Efficiency 1 of the evidence was
kinds of of acceptable of acceptable
acceptable MOV shown
acceptable MOV MOV MOV
Timeliness

RATING FOR OVERALL

ACCOMPLISHMENT

CORAZON B. TRINIDAD DAISYMAE M. MALLAPRE JOFFRE A. MIRAND

Head Teacher II Teacher III Secondary School Pri
Rater Ratee Approving Autho
 f the Philippines
NT OF EDUCATION
egion V
ision of Sorsogon
ATIONAL HIGH SCHOOL
Pilar, Sorsogon
l ID: 302224

MITMENT AND REVIEW FORM (IPCRF)

Corazon B. Trinidad
HT-II

TO BE FILLED OUT DURING EVALUATION

Rating
Score
Q E T Ave
 JOFFRE A. MIRANDILLA
Secondary School Principal I
Approving Authority
 PA
CORE BEHAVIORAL COMPETENCIES
Self-Management

Sets personal goals and direction, needs and development

Undertake personal actions and behaviors that are clear and purposive
and takes into account personal goals and values congruent to that of
the organization.

Displays emotional maturity and enthusiasm for and is challenged by

5 higher goals. 5

Prioritize work tasks and schedules (through Gantt charts, checklists,

etc.) to achieve goals.

Sets high quality, challenging, realistic goals for self and others.

Professionalism and Ethics

Demonstrate the values and behavior enshrined in the Norms of
Conduct and Ethical Standards for public officials and employees (RA
6713).

Practices ethical and professional behavior and conduct taking into

account the impact of his/her actions and decisions.

Maintains a professional image: being trustworthy, regularity of

5 attendance and punctuality, good grooming and communication. 5

Makes personal sacrifices to meet organization’s need.

Acts with a sense of urgency and responsibility to meet the

organization’s needs, improve systems and help others improve their
effectiveness.
Result Focus

Achieves result with optimal use of time and resources most of the
time.

Avoids rework, mistakes and wastage through effective work methods

by placing organizational needs before personal needs.
Delivers error-free outputs most of the time by conforming to standard operating
procedures correctly and consistently. Able to produce very satisfactory quality of
5 work in terms of usefulness/acceptability and completeness with no supervision 5
required.
Express a desire to do better and may express frustration at waste or
inefficiency. May focus on new or more precise ways of meeting goals
set.
Makes specific changes in the system or in own work 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.
DAISYMAE M. MALLAPRE
Teacher III
 PART II: COMPETENCIES
HAVIORAL COMPETENCIES
Teamwork

Willingly does his/her share of responsibility.

Promotes collaboration and removes barriers to teamwork and goal

accomplishment across the organization

Applies negotiation principles in arriving at win-win agreements 5

Drives consensus and team ownership of decisions.

Works constructively and collaboratively with others and across

organizations to accomplish organizational goals and objectives

Service Orientation

Can explain and articulate organizational directions, issues and

problems.

Takes personal responsibility for dealing with and/or correcting

customer service issues and concerns.

Initiates activities that promotes advocacy for men and women

empowerment 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.

Innovation
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).
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. 5

Translates creative thinking into tangible changes and solutions that

improve the work unit and organization.

Uses ingenious methods to accomplish responsibilities. Demonstrates

resourcefulness and the ability to succeed with minimal resources.
CORE BEHAVIORAL COMPETENCIES
CORE SKILLS
OVERALL RATING
 Manuel T. Sia NHS-IPCRF

CORE SKILLS
Oral Communication

Follows instruction accurately.

Expresses self clearly, fluently and articulately.

Uses appropriate medium for the message

Adjust communication styles to others.

Guides discussions between and among peers to meet an objective

Written Communication

Knows the different written business communication formats used in

the DepEd.

Writes routine correspondence/communications, narrative and

descriptive report based on a readily available information data with
minimal spelling or grammatical error/s (e.g. memos, minutes, etc.).

Secures information from required references (i.e., Directories,

schedules, notices, instructions) for specific purposes.

Self-edits words, numbers phonetic notation and content, if necessary

Demonstrates clarity, fluency, impact, conciseness and effectiveness in

his/her written communications.

Computer/ICT Skills

Prepares basic compositions (e.g., letters, reports, spreadsheets and

graphics presentation 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, multimedia projectors, etc.).

Prepares simple presentation 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.
 5
4.6666666667
4.8333333333
 MANUEL T. SIA

PART III: SUMM

FINAL PERFORMANCE RESULTS

ACCOMPLISHMENTS OF KRAs and OBJECTIVES

R
This signatures below confirm that the employee and his/he

Signature

DAISYMAE M. MALLAPRE
Name of Employee
Date:
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
Schools Division of Sorsogon
MANUEL T. SIA NATIONAL HIGH SCHOOL
Danlog, Pilar, Sorsogon
School ID: 302224

PART III: SUMMARY OF RATINGS FOR DISCUSSION

RATING A

RATER-RATEE AGREEMENT
employee and his/her superior have agreed on content of this appraisal form
CHOOL

DISCUSSION

ADJECTIVAL RATNG

ntent of this appraisal form and the performance rating.

Signature

CORAZON B. TRINIDAD
Name of Rater
Date:
 MA

PART IV:

STRENGTHS

A. TEACHING COMPETENCIES (PPST)

B. CORE BEHAVIORAL COMPETENCIES (DepEd)

Rater
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
Schools Division of Sorsogon
MANUEL T. SIA NATIONAL HIGH SCHOOL
Danlog, Pilar, Sorsogon
School ID: 302224

PART IV: DEVELOPMENTAL PLANS OF THE IPCRF

ACTION PLAN (Recommended

DEVELOPMENTAL NEEDS
Developmental Intervention)

DAISYMAE M. MALLAPRE
Teacher III

Ratee
CHOOL

HE IPCRF

TIMELINE RESOURCES NEEDED

JOFFRE A. MIRANDILLA
Secondary School Principal II

Approving Authority