ipcrf-richard j. espijon.doc

Division of Malabon CityMaya- maya St., Kaunlaran Village, Longos,

Malabon CityDistrict of Malabon III

DE LA PAZ ELEMENTARY SCHOOL

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Name of Employee: RICHARD J. ESPIJON Name of Rater: REMEDIOS P. REY Position: TEACHER - III Position: MASTER TEACHER IIBureau/Center/Service/Division: DEPARTMENT OF EDUCATION, MALABON CITY Date of Review: MARCH 2016 Rating Period: APRIL 2015 – MARCH 2016

TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATIONMFOs KRAs OBJECTIVES TIMELINE Weight

perKRA

PERFORMANCEINDICATORS

(Quality, Efficiency, Timeliness)

ACTUAL RESULTS

RATING SCORE*

Q E T Ave.

MFO2-Basic Education Services

Teaching-Learning Process

Prepared daily lesson plans and daily logs of activities including appropriate, adequate and updated instructional materials with the rating period.

June, 2015-March, 2016

40%

15%

5 - All daily lesson plans had 5 parts with each part had full description of what to do with an example, attained 100% of above of the desired learning competencies.

4 - Had 4 of the five parts, each part had a partial description of what to do with an example and attained 85% -99% of the desired learning competencies.

3 - Had 3 of the five parts, each part had a partial description of what to do with an example and attained 70% -84% of the desired learning competencies.

2 - Had 2 of the five parts, each part had no partial description of what to do with an example and attained 51% -69% of the desired learning competencies.

MFOs KRAs OBJECTIVES TIMELINE Weight per

KRA



ACTUAL RESULTS

RATING SCORE*

Q E T Ave.

Facilitated learning in the school through functional lessons plans, daily logs and innovative teaching strategies


10%

1 - Had 1 of the five parts, of each part had no description of what to do with no example, 50% and below attained the desired learning competencies.

5 - The teacher established challenging and measurable goals for student learning that is aligned with the Dep.Ed standards where the goal reflected a range of student learner needs and has provided 100% above of the ff: individual activities for the classes

handled for the rating period interaction from a class was

elicited. effective cooperative learning

when used. ICT integration is evident results of student

observation/appraisal is used as basis for follow-up

4 - The teacher explained the importance of the goal and its appropriateness to students and have provided 85% - 99% of the ff: individual activities for the classes




observation/appraisal is used as basis for follow-up.


KRA



ACTUAL RESULTS

RATING SCORE*

Q E T Ave.

3 - The teacher clearly communicated a focus for student learning that is appropriate for students and is aligned with the Dep.Ed standards and has provided 70% - 84% of the ff: individual activities for the classes





2 - The teacher did not have a clear focus for student learning and has provided 51% - 69% of the ff: individual activities for the classes





1 - The teacher did not have a clear focus for student learning on the objective is inappropriate for students and has provided 50% and below of the ff: individual activities for the classes



when used. ICT integration is evident


KRA



ACTUAL RESULTS

RATING SCORE*

Q E T Ave.

Initiated discipline of students including classroom rules, guidelines and individual and group tasks within the rating period.

Monitored attendance, diversity appreciation, safe, positive and motivating environment, overall physical atmosphere, cleanliness and orderliness of classrooms including proper waste disposal daily



10%

5%

results of student observation/appraisal is used as basis for follow-up

5 - Pupils were 100% and above guided in the observation of classroom rules and guidelines as evidenced by descriptive rating in the report card/ journal.

4 - Pupils were 85% - 99% guided in the observation of classroom rules and guidelines as evidenced by descriptive rating in the report card/ journal.



1 - Pupils were not guided in the observation of classroom rules and guidelines as evidenced by descriptive rating in the report card/ journal.

5 - Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were maintained and attendance checking was systematically carried out 100% and above.

4 - Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were maintained and attendance checking was systematically carried out 85%-99%.


KRA



ACTUAL RESULTS

RATING SCORE*

Q E T Ave.

Pupils Outcomes

Monitored, evaluated and maintained pupils’ progress within the rating period.


40%

15%

3 - Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were maintained and attendance checking was systematically carried out 70% -84%.

2 - Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were maintained and attendance checking was systematically carried out 51% -69%.

1 - Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were maintained and attendance checking was systematically carried out 50% and above.

5 –Evidences showed that the teacher purposely plans assessments and varies assessment choices to match the different student needs, abilities and learning styles with 100% and above of the ff: class record reflected the bases of

pupils’ ratings in all subject area handled.

students’ portfolio contained of his/her accomplishment.

table of specification prepared for tests that require it and showed congruence between content and skills tested.

test questions were logically sequenced.

pre-test and post- test were administered in all classes/subject area support by analysis report.


KRA



ACTUAL RESULTS

RATING SCORE*

Q E T Ave.

4 - The teacher explained the various uses and limitations of the different kinds of assessments/tests and evidences showed that student needs and avenues for growth were clearly identified with 85%-99%. students’ portfolio contained of

his/her accomplishment. table of specification prepared for

tests that require it and showed congruence between content and skills tested.



3 - There is evidence of more than one measure of student performance but there is difficulty in analyzing data to inform instructional planning and delivery with 70% - 84%. students’ portfolio contained of





2 - The teacher planned instructions without analyzing student learning data with 51% - 69%. students’ portfolio contained of

his/her accomplishment.


KRA



ACTUAL RESULTS

RATING SCORE*

Q E T Ave.

Conducted remediation/enrichment programs to improve performance indicators.


15%

table of specification prepared for tests that require it and showed congruence between content and skills tested.



1 - No evidence of student monitoring or evaluation of student progress with 50% below. students’ portfolio contained of





5 - Remediation/Enrichment Program is offered to 100% and above of students who need it.

4 – Remediation/Enrichment Program is offered to 85% - 99% who needs it.

3 – Remediation/Enrichment Program is offered to 70%-84% who needs it.

2 – Remediation/Enrichment Program is offered to 51%-69% who needs it.

1 – Remediation/Enrichment Program is offered to 50% and below who needs it.


KRA



ACTUAL RESULTS

RATING SCORE*

Q E T Ave.

Community Involvement

Attained the required GSA for grade level and learning areas.

Conducted regular/periodic PTA meetings/conferences.

Visited parents of students needing academic monitoring/follow-up within the rating period




10%

10%

4%

3%

5 – 100% and above MPS/GSA

4 – 85% - 99% MPS/GSA

3 – 70% - 84% MPS/GSA

2 – 51% - 69% MPS/GSA

1 – 50% and below MPS/GSA

5 – 100% and above accomplishment with set agreements met

4 – 85% - 99% of planned meetings conducted producing only set agreements and partial accomplishment of these

3 – 70%-84% of planned meetings conducted producing set of agreements

2 – 51%-69% of planned meetings conducted with minimal results

1 – 50% and below of planned meetings conducted with minimal results

5 – 100% and above accomplishment of set visits successful interventions

4 – 85% - 99% accomplishment of visits with partial success in implementation of interventions

3 – 70% - 84% accomplishment of visits with suggested planned interventions

2 – 51% - 69% accomplishment of visits with planned interventions

1 – 50% and below accomplishment with no interventions


KRA



ACTUAL RESULTS

RATING SCORE*

Q E T Ave.

Professional Growth and Development

Undertaken/initiated projects/events/activities with external funding/sponsorship within the target date

Conducted Action Research

- Participated in activities such as teachers’ association, etc.




3%

10%

5%

2%

5 – 100% and above project accomplishment with full documentation report on completion

4 – 85% - 99% project accomplishment with partial completion

3 – 70% - 84% project initiative only with no completion

2 – 51% - 69% project initiative only with no completion report

1 – No project/event/activity initiated

5 – 3 Action Research conducted with full documentation on completion of interventions



2 – Identified classroom/learning problems with research proposals

1 – Only classroom/learning problems issues identified

5 – Initiated at least 2 co-curricular/school activities with documented results

4 – Initiated and participated in co-curricular/school activities with documented results

3 – Participated in co-curricular/school activities with documented results

2 – Participation only without documented results

1 – No participation in school activities


KRA



ACTUAL RESULTS

RATING SCORE*

Q E T Ave.

Received special awards/citation/recognition for exemplary performance.


3% 5 – National level4 – Regional level3 – Division level2 – District level1 – School level

TOTAL 100%OVERALLRATING

FORACCOMPLISHMENTS

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

REMEDIOS P. REY RICHARD J. ESPIJON ROGELIO B. WILLIAM Rater Ratee Approving Authority

________________________________________________________________

De La Paz Elementary School altogether delivers.

ipcrf-richard j. espijon.doc

Documents