INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCR)

Name of Employee : Name of Rater : Leonida P. Casing

Position : Position : School Principal II
Bureau/Center/Service/Division : Bohol Date of Review : April 2019
Rating Period : June 2018 - April , 2019
Mid-year Review/Rating
WEIGHT PER Ratee (Teacher) Rater (Principal)
MFOs KRAs Objectives TIMELINE MOV Performance Target
KRA
Rating Remarks Rating
Basic Education 1. Content 1. Applied knowledge of content June 2018- April 7.5% 1. Classroom observation tool (COT) Quality
Services Knowledge and within and across curriculum 2019 rating sheet and/or inter-observer Showed knowledge of
Padagogy teaching areas. agreement form about knowledge of content and its inteegration
content within and across curriculum witihn and across subject
teaching areas. areas as shown in MOV 1
2. Lesson plans/modified DLLs with a rating of 7
developed highlighting integration of
content knowledge within and across
subject areas.

3. Instructional Efficiency
materials highlighting mastery of content
and its integration in other subject areas. Submitted at least 4
4. Performance lessons using MOV 1 and
tasks/test material(s) highlighting supported by any 1 of the
integration of content knowledge within other given MOV
and across subject areas.
5. Others
(Please specify and provide annotations)

Timeliness
2. Used a range of teaching June 2018 - April 7.5% 1. Classroom observation tool (COT) Quality
strategies that enhance learner 2019 rating sheet and/or inter-observer
achievement in literacy and agreement form about teaching strategies
numeracy. 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 learner-centered strategies
that promote literacy and/or numeracy
2. Used a range of teaching June 2018 - April 7.5% 1. Classroom observation tool (COT)
strategies that enhance learner 2019 rating sheet and/or inter-observer Facilitated using different
achievement in literacy and agreement form about teaching strategies teaching strategies that
numeracy. that enhance learner achievement in promote reading, writing
literacy and numeracy skills. and/or numeracy skills as
2. Lesson plans/modified shown in MOV1 with a
DLLs used in teaching highlighting rating of 7
learner-centered strategies that promote
literacy and/or numeracy skills.
3. Instructional materials
highlighting learner-centered strategies
that promote literacy and/or numeracy Efficiency
skills. 4. Performance Submitted at least 4
tasks/test material(s) used in teaching learner-centered lessons
5. Results of as evidently shown in
assessment used in teaching MOV 1 and supported by
6. Others (Please snd any 1 of the other MOV
provide specify annotations) given.

Timeliness
COMMITMENT AND REVIEW FORM (IPCR)
: Leonida P. Casingcasing, Ph.D.
: School Principal II
: April 2019

Mid-year Review/Rating
Rater (Principal) Mid-Year Review Results
Remarks
3. Applied a range of teaching 1. Classroom observation tool (COT) Quality
startegies to develop critical and rating sheet and/or inter-observer Used different teaching
creative thinking, as well as other agreement form about teaching strategies strategies that develop
high-order thinking skills. to develop critical and creative thinking, critical and creative
as well as other higher-order thinking thinking and/or other
skills. 2. HOTS as shown in MOV 1
Lesson plans/modified DLLs used in with a rating of 7
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 Efficiency
HOTS. Submitted at least 4
4. Performance lessons as evidenced by
tasks/test material(s) used in MOV 1 and supported by
demonstration teaching any 1 of the other given
MOV.
5. Results of assessment used in
teaching.
6. Others (Please speciify and provide
annotations)

Timeliness
4. Managed classroom structure 1. Classroom observation tool (COT) Quality
to engage learners, individually rating sheet and/or inter-observer Used classroom
or in groups, in meaningful agreement form about managing management strategies
exploration, discovery and classroom structure that engages learners that engage learners in
hands-on activities within a in various activities. actitivities/tasks as shown
range of physical learning 2. Lesson plans/modified in MOV 1 with a rating of
environments. DLLs highlighting various classroom 7.
management strategies that engage
learners in activities/tasks in different
physical learning environments. 3.
Others (Please specify and provide
annotations) Efficiency
management strategies that engage
learners in activities/tasks in different
physical learning environments. 3.
Others (Please specify and provide
annotations)
Submitted at least 4
lessons supported by MOV
1 and any 1 of the other
acceptable MOV

Timeliness
5. Managed learner behavior 1. Classroom observation tool (COT) Quality
constructively by applying rating sheet and/or inter-observer Applied teacher
positive and non-violent agreement form about teacher management strategies of
discipline to ensure learning- management of learner behavior using learner behavior that
focused environments. the following strategies: promote positive and non-
1. Providing motivation violent discipline as shown
in MOV submitted with a
rating of 7

2. Praising the
learners/Giving positive feedback
Efficiency
Submitted at least 4 of the
3. Setting given strategies as
house rules/ guidelines observed in at least 4
lessons.

4. Ensuring learner's active participation

Timeliness
6. Used differentiated, 1. Classroom observation tool (COT) Quality
developmentally appropriate 5. Allowing
rating sheet and/or learners to express
inter-observer
their ideas/opinions Used classroom
learning experiences to address agreement form about using management strategies
learners' gender, needs, differentiated, developmentally that engage learners in
strengths, interests and appropriate learning experiences. actitivities/tasks as shown
experiences. 2. in MOV 1 with a rating of
6. GivingDLLs
Lesson plans/modified equaldeveloped
opportunities to learners in content , 7.
highlighting differentiation
product, process, learning environment or
others according to learners' gender,
needs, strengths, interests and
experiences. Efficiency
7. Encouraging learners to ask questions

3.
Instructional materials developed
8. Others
highlighting (Please specify
differentiation and
in content,
provide annotations)
product, process, learning environment or
others according to learner's gender,
needs, strengths, interests and
experiences.
highlighting differentiation in content ,
product, process, learning environment or
others according to learners' gender,
needs, strengths, interests and
experiences.
Submitted at least 4
differentiated teaching
3. strategies in at least 2
Instructional materials developed lessons as evidenced by
highlighting differentiation in content, MOV 1 and supported by
product, process, learning environment or any 1 of the other
others according to learner's gender, acceptable MOV
needs, strengths, interests and
experiences.
4. Others (Please specify and provide
annotations)

Timeliness
7. Planned, managed and 1. Classroom observation tool (COT) Quality
implemented developmentally rating sheet and/or inter-observer Planned and implemented
sequenced teaching and learning agreement form about using developmentally
processes to meet curriculum developmentally sequenced teaching and sequenced teaching and
requirements and varied learning process. learn process as shown in
teaching contexts 2. Lesson plans/modified DLLs MOV 1 with a rating of 6.
highlighting developmentally sequenced
instruction that meet curriculum gioals
and varied teaching context.
3.
Instructional materials used to implement
developmentally sequenced teaching and
learning process to meet curriculum
requirements and varied teaching Efficiency
context. Submitted at least 4
4. Others developmentally seuenced
(Please specify and provide annotations) teaching and learning
process as evidently
shown in MOV 1 and
supported by any 1 of the
other given MOV.

Timeliness
8. Participated in collegial 1. Personal notes of teachers on Quality
discussions that use teacher and LACs/GDs/meetings with proof of Consistently participated in
learner feedback to enrich attendance. LACs/FGDs/ meetings to
teaching practice. discuss teacher/learner
feedback to enrich
2. Minutes of AC/FGD instruction as shown in the
sessions on use of teacher and learner MOV submitted.
feedback to enrich teaching practice with
proof of attendance.

3. Others (Please specify and

provide annotations) Efficiency
feedback to enrich teaching practice with
proof of attendance.

3. Others (Please specify and

provide annotations)
Participated in at least 4
Acs/FGDs/ meetings as
evidently shown in any 1 of
the given MOV.

Timeliness
9. Selected, developed 1. Classroom observation tool (COT) Quality
organized and used appropriate rating sheet and/or inter-observer Developed and used
teaching and learning resources, agreement form about using appropriate varied teaching and
including ICT, to address learning teaching and learning resources, including learning resources
goals. ICT. including ICT, to address
Examples: learning goals as shown in
MOV 1 with a rating of 7.
* Activity sheets/task

* PowerPoint
presentations Efficiency
Submitted at least 4 varied
* Video clips teaching and learning
resources, including ICT,
* as evidently shown in
Module MOV 1 and supported by
any 1 of the acceptable
* SIMs-Strategic MOV.
Intervention

Materials
Timeliness
10. Designed, selected, 1. Classroom observation tool* Others
(COT) Quality
organized and used diagnostic, rating sheet and/or inter-observer Designed, selected,
formative and summative agreement form about using diagnostics, organized and used
2. Lesson
assessment strategies consistent formative and summative assessment diagnostic, formative and
plan/modified DLLs with appropriate
with curriculum requirements. strategies. summative assessment
intructional
2. Preparedmaterials appended
lesson plans/ modified DLLs
3. Others (Please strategies consistent with
highlighting appropriate use ofspecify and
formative curriculum reqquirements
provide annotations)
assessment strategies. as shown in MOV 1 with a
3. Developed diagnostic tests: (a) with rating of 7.
TOS reviewed by superior; (b) with
sample accomplished questionnaire/
answer sheets.

4. Developed
summative tests: (a) with TOS reviewed Efficiency
by superior; (b) with sample accomplished
questionnaire/ answer sheets.

5. Developed performance
tasks: (a) with rubrics reviewed by
superior; (b) with sample accomplished
rubrics 6. Others
sample accomplished questionnaire/
answer sheets.

4. Developed
summative tests: (a) with TOS reviewed
by superior; (b) with sample accomplished Submitted at least 4 varied
questionnaire/ answer sheets. assessment tools as
evidently shown in any 1 of
5. Developed performance the acceptable MOV.
tasks: (a) with rubrics reviewed by
superior; (b) with sample accomplished
rubrics 6. Others
(Please specify and provide annotations)

Timeliness
11. Monitored and evaluated 1. Compilation of a learner's written work Quality
learner progress and with a summary of results and with Consistently monitored
achievement using learner signature of parents. and evaluated learner
attainment data. 2. Formative/summative progress and achievement
assessment tools with TOS and frequency using learner attainment
of errors with identified least mastered data as shown in the MOV
skills. submitted.
3.
Class records/grading sheets
4.
Lesson plans./modified DLLs showing
index of mastery.
Efficiency
5. Others (Please specify Submitted a combination
and provide annotations) of at least 4 of the
acceptable MOV

Timeliness
Submitted MOV were
distributed across 4
quarters

12. Communicated promptly and 1. At least 3 samples of corrected test Quality

clearly the learners' needs, papers of the same 3 learners in the same Consistently showed
progress and achievement to key learning area with parents' or guardians' prompt and clear
stakeholders, including signature and date of receipt. communication of the
parents/guardians. 2. Minutes of PTA learners' needs, progress
meetings or Parent-Teacher conferences and achievement to key
in all quarters with proof of stakeholders, including
parents'/guardians' attendance. parents/guardians as
shown in the MOV
3. Report cards submitted.
with parents' or guardians' signature in all
quarters supported by minutes of meeting.

4. Communication
with parents/guardians using various Efficiency
modalities Submitted a combination
of at least 4 of the
acceptable MOV
5. Anecdotal
record showing entries per quarter
Timeliness
 5. Anecdotal
record showing entries per quarter

Submitted MOV were

6. distributed across 4
Other documents showing learners' quarters
needs, progress and achievement
submitted to other stakeholders
 13. Performed various related 1. Certificate of Recognition or Quality
works/activities that contribute to Participation Consistently performed
the teaching-learning process. various related
work/activities that
contribute to the teaching
2. Certificate of learning process as shown
Training in the MOV submitted.

3.
Certificate of Speakership
Efficiency
Submitted at least 4
different kinds of
acceptable MOV
4. Committee Involvement
Timeliness

OVERALL RATING FOR ACCOMPLISHMENT

5. Advisorship of Co-
curricular activities

6. Book of
Journal/Co-authorship/Contributorship
LEONIDA P. CASINGCASING, Ph.D. MARIA PETRA B. OCIO
Rater Ratee Approving Authority
7. Coordinatorship/
Chairpership

8. Coaching
and mentoring learners in competitions

9.
Mentoring pre-service/ in-service teachers
OVERALL RATING FOR ACCOMPLISHMENT
V.S.

MARIA PETRA B. OCIO

Approving Authority
 COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
Self-Management
1 Sets personal goals and direction, needs and development.
2 Undertaken personal actions and behaviors that are clear and
purposive and takes into account personal goals and values 1
congruent to that of the organization. 4 2
3 Displays emotional maturity and enthusiasm for and is
Challenged by higher goals. 3
4 Prioritize work tasks and schedules (through Gantt charts, 4
checklists, etc.) to achieve goals. 5
5 Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics
1 Demonstrates the values and behavior enshrined in the Norms of Conduct 1
and Ethical Standards for public officials and employees (RA 6713). 2
2 Practices ethical and professional behavior and conduct taking
Into account the impact of his/her actions and decisions. 3
4
3 Maintains professional image: being trustworthy, regularity of attendance
and punctuality, good grooming and communication. 4
4 Makes personal sacrifices to meet the organization’s needs.
5 Acts with a sense of urgency and responsibility to meet the 5
organization’s needs, improve systems and help others improve
their effectiveness.
Result Focus 1
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. 2
3 Delivers error-free outputs most of the time by conforming to standard
4
operating procedures correctly and consistently. Able to produce very 3
satisfactory quality of work in terms of usefulness/acceptability and completeness
with no supervision required. 4
4 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. 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
MPETENCIES

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.
Teamwork
Willingly does his/her share of responsibility.
Promotes collaboration and removes barriers to team work and goal
accomplishment across the organization.
4
Applies negotiation principles in arriving at win-win agreements.
Drive consensus and team ownership of decisions.
Works constructively and collaboratively with others and across
organizations to accomplish organizational goals and objectives.
Service Orientation
Can
Takesexplain and responsibility
personal articulate organizational
for dealingdirections,
with and/orissues and problems.
correcting customer service
issues and concerns.
service issues and concerns.
Initiates activities that promotes advocacy for men and women 4
empowerment.
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. 4
Promotes a creative climate and inspires co-workers to develop original
ideas or solutions.
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.

demonstrates; 1 – Rarely demonstrates

 CORE SKILLS

Achievement
1 Enjoys working hard. Core Behavioral C
2 Is action – oriented and full of energy for the things he/she sees as challenging
4
3 Not fearful of acting with a minimum of planning. Leadership Comp
4 Seizes more opportunities than others.
5 Strategic thinker.
Average Rating
Managing Diversity
1 Respects all kinds and classes of people.
2 Deals effectively with all races, nationalities, cultures, disabilities, ages and
both sexes.
4
3 Support equal ad fair treatment and opportunity for all.
3.71 Applies equal standard and criteria to all classes.
5 Manifests cultural and gender sensitivity when dealing with people.

Accountability
1 Can be counted on to exceed goal is successfully.
2 Steadfastly pushes self and others towards results.
4
3 Gets things done on time and optimum use of resources.
4 Builds team spirit.
5 Transacts with transparency.

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.
 Summary of Rating

Core Behavioral Competencies 4

Leadership Competencies 4

Average Rating 4
 GUINACOT NATIONAL HIGH SCHOOL
Guinacot, Guindulman, Bohol

FAILURE/PROMOTION/DROP-OUT RATE
S.Y. 2017-2018

NO. OF 2ND/3RD 4TH 2ND/3RD 2ND/3RD

SUBJECTS HANDLED FINAL
STUDENTS GRADING GRADING GRADING GRADING
E-Techs 12-Caregiving 38 5 2 33 36 0
E-Techs 12-Hairdressing 18 0 2 18 18 0
E-Techs 12-I.C.T. 35 1 6 34 34 0
T.L.E. Nail Care 9 30 2 2 28 28 0
TOTAL 121 8 12 113 116 0
6.61% 9.92% 93.39% 95.87% 0.00%
FAILURE RATE 3.31%
PROMOTION RATE 2.48%
DROP-OUT RATE
FINAL

0
0
0
0
0
0.00%

0.00%
 PART III: SUMMARY OF RATINGS FOR DISCU

Final Performance Results

Accomplishments of KRAs and Objectives

Employee - Superior Agreement

The signature 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 Name of Superior

ZENONA T. AYUDAR LEONIDA P. CAS

Signature Signature

Date Date

PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs (Recommended Developmental
Intervention)
Prepare daily logs activities including appropriate, Attain the required GSA for Grade Level and learning Conduct remeidial classes, follow-ups and
adequate and updated instructional materials. areas. home visits to students who have failures and
Monitor attendance, cleanliness and orderliness of Conduct classroom- are at risk of dropping out.
the classroom including proper waste disposal. based Action Research. Implement classroom-based Action Reserch.
Conduct remediation/enrichment programs and Produce Submit creative work for school paper.
home visits. publication/creative work for school paper/division Join Teachers' association etc.
Initiate discipline of the students including classroom publication within the target date.
rules, guidelines and individual and group task within Participate in activities such as Teachers' association etc.
the rating period.

LEONIDA P. CASINGCASING, Ph.D. ZENONA T. AYUDAR

Rater Ratee
F RATINGS FOR DISCUSSION

Rating

#REF!

Name of Superior
LEONIDA P. CASINGCASING, Ph.D.

VELOPMENT PLANS

Timeline Resources Needed

Year round Office supplies/Means of Transportation

Year round Office supplies
Office
supplies
Year round Financial resources
Year round

MARIA PETRA B. OCIO

Approving Authority
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